Cyber Bully & Cyber Bullying: The Child Ipredator

Cyber Bully: The Child iPredator
Children Using Man Made Communication Technology As Weapons
Michael Nuccitelli Psy.D., C.F.C. NYS Licensed Psychologist iPredator Inc.
Email: drnucc@hotmail.com
Blog: www.darkpsychology.co
Table of Contents
Cyber Bullying, Dark Psychology & iPredator ____________________________________ 2-15 Cyber Bullying and Academic Impact___________________________________________15-18 Cyber Bullying, iPredator & Cyberstealth________________________________________ 18-22 2011 Cyber Bullying Tactics__________________________________________________ 23-32 Reality Virtuality Continuum & Childhood_______________________________________ 33-36 Signs of Cyber Bullying ______________________________________________________37-39 Signs Suggesting Cyber Bullying _______________________________________________ 39 Recommendations for Parents_________________________________________________40-42 Cyber Bullying Trumps Classic Bullying _________________________________________ 42-44 Cyber Bully Prevention Strategies______________________________________________ 45-45 Cyber Bullying Statistics______________________________________________________47-49 Bullying/Cyber Bullying Facts & Fatalities________________________________________50-54 Cyber Bullying by Proxy______________________________________________________53-55 Cyber Bully Motivations Quick List _____________________________________________56 Types of Cyber Bully_________________________________________________________57-58 Resource Links_____________________________________________________________59-61 Cyber Bullying, Cyberstalking & Cyber Harassment Laws by State______________________62 Dr. Michael Nuccitelli________________________________________________________63
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Cyber Bullying, Dark Psychology & iPredator

Children Using Man Made Communication Technology As Weapons
(R.I.P. Steve Jobs, Apple 1955-2011)
Bullying, or classic bullying, is a term used to define recurrent and sustained verbal and/or physical attacks by one or more children towards another child who is unable or unwilling to deescalate the engagement. It may involve verbal harassment, physical assault, coercion, intimidation, humiliation and taunting. Bullying is comprised of a combination of four basic types of abuse: social, emotional, verbal and physical. Despite variants in definition, bullying always involves abuse with the use of harassment, force or coercion to affect a targeted child. Classic bullying requires faceto-face interactions within the repertoire of behaviors. Cyber bullying is a term used to define recurrent and sustained verbal and/or physical attacks by one or more children towards another child who is unable or unwilling to deescalate the engagement using information and communication technology (hereafter, ICT.) Like classic bullying, cyber bullying is harmful, repeated and hostile behavior intended to deprecate a targeted child. Cyber bullying describes threatening or disparaging communications delivered through ICT. Whereas classic bullying typically involves face-to-face interactions and non-digital forms of communication, cyber bullying consists of information exchanged via ICT and may never involve faceto-face encounters. By definition, classic & cyber bullying occurs among young people. When an adult is involved as the aggressor, it meets criteria for cyber harassment or cyber stalking, which in many states is a criminal act. Although the terms bullying and cyber bullying includes adult intimidation behavior in contemporary culture, these describe pediatric behaviors and will not include adult applications in this manuscript.
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(Click Image to Enlarge)
Children of the 21st century are targeted via classic bullying, cyber bullying or a combination of the two. Given the evolution of digital technology and growth of the internet and its relevance to the human experience, cyber bullying has reached epidemic proportions among the pediatric segments of society and has become a permanent weapon in the bully's toolbox. At the core of all bullying, cyber and classic, are victimization, disparagement and abuse of a targeted child. Child abuse, whether perpetrated by a child or adult, is detrimental to all aspects of their development following them into adulthood and throughout their lifespan. Children traumatized by abuse and victimization have higher rates of all negative psychological and sociological aspects of human existence ranging from alcohol & drug abuse, criminal involvement, domestic abuse and psychiatric illnesses. With the advent of ICT, children are by far more susceptible to the nefarious, criminal and deviant aspects ICT offers humanity. Although ICT offers incredible benefits to society, children are the demographic segment that is most impacted by the dark elements of the Geosocial Universe.
Being the richest man in the cemetery doesnt matter to meGoing to bed at night saying weve done something wonderfulthats what matters. Steve Jobs
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In the United States, October has been marked every year as National Crime Prevention Month, National Bullying Prevention Month & National Cyber Security Month. Clearly, America has recognized the potential adverse societal outcomes that will occur if cyber bullying is not addressed immediately. Given the complexity of bullying, developmental psychology and ICT being a mere 20 years old, a concerted and sustained educational effort must continue and flourish. A Canadian educator, Bill Belsey, in 2008 defined cyber bullying as involving the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging, defamatory personal websites, and defamatory online personal polling websites, to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. Since introducing this term, cyber bullying now includes all ICT. Because of this alarming reality and projected negative societal impact if not addressed, this writer will analyze cyber bullying from his theoretical concepts of Dark Psychology & iPredator. Dark Psychology is the study of the human condition as it relates to the psychological nature of humanity's potential to prey upon others. Motivating this potential are criminal and/or deviant drives that lack purpose and cannot be explained by evolutionary instinctual drives and social sciences theory. All of humanity has this potential to victimize other humans and living creatures. While most restrain or sublimate this tendency, some act upon these impulses.
Dark Psychology seeks to understand those thoughts, feelings, perceptions, phenomenological and subjective consciousness systems that lead to predatory behavior that is antithetical to contemporary understandings of human behavior. Dark Psychology assumes that criminal, deviant and abusive behaviors are purposive and have some rational, goal-oriented motivation 99% of the time. It is the remaining 1%, Dark Psychology parts from Adlerian theory and Teleology. Dark Psychology postulates there is a realm within the human psyche that enables some people to commit atrocious acts without purpose. The contingent of humanity that uses ICT to harm and victimize others has been coined iPredator, which Dark Psychology also investigates. iPredator is a new construct developed by this writer to describe those who use ICT to assault, victimize and steal from others. Based on this writer's hypothesis, 70-80% of cyber bullies meet the requirements of iPredator defined as follows: iPredator: A child, adult or group who engages in exploitation, victimization, stalking, theft or disparagement of others using information and communications technology (ICT.) iPredators are driven by deviant sexual fantasies, desires for power and control, retribution, religious fanaticism, political reprisal, psychiatric illness, perceptual distortions, peer acceptance or personal and financial gain. iPredators can be any age, either gender and not bound by socio-economic status or racial/national heritage.
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In the case of cyber bullying, this writer along with developmental experts and philosophers, views bullying as driven by a need for control and domination perceived by a child that his/her actions will lead to greater peer acceptance and recognition. Alfred Adler (1870-1937), postulated when we feel encouraged, we feel proficient, appreciated and will behave in a connected and cooperative way. When we are discouraged, we act in unhealthy ways by competing, withdrawing or giving up. It is in finding ways of expressing and accepting encouragement, gaining respect, and practicing Social Interest that help us to feel fulfilled and optimistic. Adlerian theory and practice has proven especially relevant applied to the growth and development of children. A disciple of Alfred Adler, Rudolf Dreikurs, stated "a misbehaving child is a discouraged child" and that helping children to feel valued, significant and competent is often the most effective strategy in coping with difficult child behaviors. As this writer strongly supports many of his tenets, Adler's theory would define a bully or cyber bully as compensating for deep feelings of inferiority. Inferiority is universal in all children and is the proclivity to feel smaller, weaker and less socially and intellectually competent than the adults around them.
Adler suggested if one observes children's games, toys and fantasies, they tend to have one thing in common: the desire to grow up, to be big and to be an adult. This kind of compensation is identical with striving for perfection. Many children, however, are left with the feeling that other people will always be better than they are. These psychic experiences of feeling less than, compounded by striving to feel superior and accepted by others, are the elements that lead a child to harass and taunt other children. From Adler's theoretical tenets, it becomes plausible to see why children
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engage in abusive actions towards other children knowing their actions are causing the target child distress. Although highly detrimental to the targeted victim, Dark Psychology assumes the aggressor child's purpose for their behavior using Adlerian theory regarding "need for acceptance" as a primary motivating force for their behavior is a viable explanation. When the aggressor child's internal experiences and perceptions moves into the area of feeling gratification, power, dominance and control without care or thought of the target child's well-being, Dark Psychology defines this psychological state as deviant, narcissistic, anti-social and pathological. These behaviors may blossom into serious aggressive and/or criminal behavior in adulthood if not squelched or addressed.
Regarding this writer's construct of iPredator, cyber bullying falls within the iPredator definition when the aggressor(s) is fully aware of his/her intent, but continues in his/her abusive pattern despite being fully aware they are causing the target child significant distress. In order to classify a child as iPredator, they must know their behaviors are causing anguish in a target child. The actual percentage of cyber bullying that occurs without the aggressor's knowledge of causing a target child anguish would be very difficult to compile with high certainty. Many children do inadvertently insult and deprecate other children online without knowing they are doing so thinking they're being humorous and clever. All present estimates on a child's modus operandi for bullying another child has been derived through interviews and self-report with no accurate way of confirming their
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honesty. Of those children who are not aware of their abusive actions, they are not included as iPredators or defined using Dark Psychology tenets. Included in this writer's two concepts of Dark Psychology and iPredator are those children that are fully aware of their abusive behaviors, but continue to target the victim. There are two sub-groups of children, that iPredator and Dark Psychology addresses as they meet each concept's criteria.
The first group of cyber bullies is aware of their actions, understands they are causing the target child distress, understand their actions are wrong but continue to do so because they believe the target child deserves their assaults. The cyber bully feels warranted in his/her actions for reasons including: I. The target child offended or abused the aggressor in the past from bullying or an isolated aggressive event. II. The target child offended or abused a peer or loved one close to the aggressor in the past from bullying or an isolated aggressive event. III. The target child offended the aggressor's belief system due to their race, religious affiliation, physical presentation, socio economic status, sexuality and any other aspects the aggressor deems offensive, immoral or unjust.
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Of all types of cyber bullies, the most concerning and potentially dangerous segment are those children engaged in cyber bullying with full knowledge of their actions, understands the distress they're causing the target child and continues their assaults motivated by sheer malevolent intent. Unlike the group just described, motivations for this group by blaming the target child or feeling justified based on the target child's genetic and cultural make up are not experienced. These children may verbalize to their peers they are inflicting their wrath upon the victim for reasons described above, but in reality, they are not motivated by these reasons, but by sheer enjoyment of inflicting abuse upon others. Of the total population of cyber bullies, this segment of children are the smallest, but most dangerous to society. Children within this group are the future sociopaths, criminals and psychopaths, which victimize and inflict pain on others as adults, devoid of remorse.
Society will never mandate all children to be evaluated for antisocial and narcissistic personality disorder tendencies, nor is this writer encouraging mandatory assessments for all children. What this writer is pointing out is that cyber bullying is an immoral and destructive behavior that causes the target child serious distress and psychological wounds that can last the rest of their lives. Whether the aggressor is ignorant to their cyber bullying, feels justified by their distorted belief systems, or at the beginning stages of being a future narcissist or sociopath, society must treat all children as having the same potential both as aggressor and as victim.
It is for this reason of never knowing the impact cyber bullying will have on the aggressor, victim and the community, that consistent and regular education cannot be encouraged enough. The vast majority of children who are cyber bullying and being cyber bullied rarely disclose this information to parents or teachers. It is for this reason the the percentages and results are likely to be skewed and must be viewed with minimal confidence. This writer is confident that the extent and impact of cyber bullying is much larger than the research suggests. Based on this writer's investigation and clinical/forensic experiences, he estimates 20% of cyber bullying is unintentional, 70% is intentional due to cognitive and affective distortions and 10% are cyber bullying out of sheer malevolence. Using his projected estimations, 20% of children are not iPredators or fall within the tenets of Dark Psychology, 70% fit criteria for iPredators and fall on the Dark Psychology Continuum and 10% engage in cyber bullying knowing it is wrong and causing the target child significant distress. This sub group lies to their peers regarding their motivations or overtly verbalizes they enjoy causing the target child anguish for sheer enjoyment. For it is this small segment of the total population of cyber bullies society must be diligent in developing ways to identify, rehabilitate and monitor.
Agreed we are social pack creatures; our natural instincts are to protect our young, care for them and naturally believe they are not as clever or shrewd as adults are. All global cultures assume children are inherently good with a reservoir of adaptive potential waiting to be fostered. Having this adaptive potential, we tend to perceive children who behave in abusive and/or deviant ways, are in need of assistance, love
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and corrective actions. For the reasons described, society has never addressed bullying as a serious facet of the pediatric experience requiring focus. Prior to the age of ICT, the problem of bullying was localized and restricted to the town and community from where it was happening. Although schools and families addressed bullying, it was viewed with minimal societal concern. In order for a societal shift and the world to change this misperception, there needed to be an event that changed these notions. This incident happened here in the United States in 1999.
It all changed on April 20, 1999. Two seniors, Eric Harris and Dylan Klebold, attending Columbine High School in Columbine, Colorado embarked on a massacre, killing 12 students and 1 teacher. They also injured 21 and 3 were injured while attempting to escape. The pair then committed suicide. It is the fourth-deadliest school massacre in United States history, after the 1927 Bath School disaster, 2007 Virginia Tech massacre, and the 1966 University of Texas massacre. The Columbine School Massacre remains the deadliest for an American high school. Eric Harris and Dylan Klebold were severely disturbed and either bullied or ostracized and teased for being different. After 12 years since the horrific event, questions of the two being bullied remains controversial. This writer's analysis of their writings, videos and the case's news accounts remains inconclusive as to whether or not these two young men were in fact bullied. What is clear is they both exhibited a dangerous sense of social detachment and dissonance that resulted in their heinous actions.
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One of Eric Harris' last journal entries read: "I hate you people for leaving me out of so many fun things. And no don't say, 'Well that's your fault,' because it isn't, you people had my phone #, and I asked and all, but no. No no no don't let the weird-looking Eric KID come along." As he walked into the school the morning of April 20, Harris' T-shirt read, Natural Selection. Dylan Klebold, on the other hand, was anxious and dark, describing his life in his journal as "the most miserable existence in the history of time." Klebold also wrote, "I have always been hated, by everyone and everything." On the day of the attacks, Klebold's T-shirt read, Wrath. As illustrated in their writings, Harris and Klebold perceived their existence quite differently, but both shared the common goal of planning and killing as many of their peers as possible. Both of these young men felt their peers treated them with disdain and jeered them. As the years have passed and ICT has introduced cyber bullying to the pediatric developmental experience, state and federal governments do their best hoping to prevent another horrific event similar to the Columbine School Massacre.
As the reader continues with this manuscript, this writer requests to keep in mind the categories of cyber bullies described and the potential response from those involved whether they be aggressor, target child or both. There is a good chance the reader will be a parent and/or educator interacting with children on a daily basis who all are actively involved in online activities. Amongst these children are those engaged in
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cyber bullying others, those being cyber bullied, and those actively cyber bullying and being bullied simultaneously. The question for the reader to answer is if they are adept at identifying, intervening and solving destructive child and adolescent relationships effectively. Developing cyber bullying profiling techniques is the first step. This writer suspects those who engage in cyber bullying without genuine perceived and/or distorted justifications are most likely segment of cyber bullies to develop into nefarious characters in adulthood. As for those being cyber bullied, the target child with a history of repressed anger & depression, social detachment and ostracized by peers are at a higher probability for destructive and/or self-destructive tendencies. Of those children who are not engaged in cyber bullying or being cyber bullied, they fall into the "bystander" category. Bystanders are those children who are neither aggressor nor target, but are aware of these activities and do little to nothing about these activities fearing any assistance to the victim or confrontation of the cyber bully will then involve them. Of the population of bystanders, a small percentage will instigate, encourage or join in on the cyber bullying. As to the reasoning behind these bystanders who become active participants in some manner, this writer posits that they are engaging in deflection behaviors to decrease the probability they become the next target child.
The cyber bystander is a passive participant that recognizes the abuse and victimization, but does little out of fear of becoming a target of the cyber bully or his/her friends. The population of cyber bystanders is one group educators can help
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to mobilize. With proper and persistent training, cyber bystanders can become proactive and cease passively accepting the abusive behaviors their witnessing. The smallest percentage of all children engaged in online activities are those that practice digital citizenship, netiquette, not cyber bullying others, and will not be cyber bullied given that most potential aggressors know they will suffer some form of negative consequences. Based on this writer's estimates, this group of proactive cyber savvy children make up 1-3% of the total pediatric population online. Through ongoing sustained education and forums for children to discuss cyber bullying, this chard of 1-3% will gradually grow. If done correctly, this writer could foresee a day when 60-80% of all children engaged in online activities fall within this highly proficient class of digital perceptive online users. This writer also projects, if this societal endeavor were to succeed, the rates of crime, abuse, alcohol and drug addiction, discrimination and many other negative aspects of the human experience would decline significantly. For within this 60-80% this writer encourages society to shoot for, that same 60-80% of children would not be iPredators, would not fall under the tenets of Dark Psychology and would have a higher probability of entering adulthood with fewer neurotic tendencies. As Alfred Adler posited, the encouraged and accepted child will grow into an adult having highly adaptive Social Interest.
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Cyber Bullying and Academic Impact

Cyber bullying uses information and communications technology (hereafter, ICT) to deliver intimidating or demeaning messages at any time and through a variety of avenues. Today's children with online access and equipped with mobile digital technology are available 24 hours a day, 7 days a week and 365 days a year. A child with a mobile phone or social network account can receive cyber bully messages anywhere and at any time. Many cell phone and digital messages can also be anonymous, increasing the amount of uncertainty and fear experienced by the target child. This intense psychological stress, particularly for the more vulnerable children who are most often the victims of bullying, adversely affects a child's ability to concentrate on schoolwork, school lessons or activities. Just as classic bullying, cyber bullying adversely affects the academic performance of cyber bullied children. Children who experience classic bullying are likely to avoid locations and activities they associate with negative experiences; cyber bullying victims attempt to avoid the technological spaces. In cyberspace, technological spaces range from social media networking sites to online websites and other internet arenas relevant to their academic success. These significant digital channels include social networks, chat programs and school computer rooms.
All are vital elements in the educational development and social lives of students. Students who feel excluded from these venues are less likely to participate in social activities that take place or planned online and face greater difficulty learning basic computer skills. As technology and technological skills become more important in modern academics and professional training, cyber bullied students face a number of academic and career disadvantages caused by fear and avoidance as opposed to
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incompetence. Network communications and social utilities like Facebook, MySpace or Twitter can generate public attacks. Social media networks link students with different groups of friends and acquaintances. If a cyber bullying classmate publishes humiliating content about a victim, that message is distributed to mutual school friends and the victim's wider social circle, including family and groups of friends from other activities. These public attacks increase the sense of humiliation experienced and eliminate safe social spaces for the victim, resulting in a lower self-esteem. Poor self-esteem makes a student less likely to participate in class, try new academic activities and thrive in an academic environment. Classic bullying can result in a decrease in academic performance and cyber bullying has the potential to multiply these effects by the infinite number of places in which students experience technology. While cyber bullying lacks the potential for physical violence present in classic bullying, the significant psychological dangers of bullying are still present and arguably even enhanced by cyber bullying. Cyber bullying can be clear-cut, such as leaving overtly cruel cell phone text messages or mean notes posted to web sites. Other acts are less obvious, such as impersonating a victim online or posting personal information or videos designed to hurt or embarrass another child. Cyber bullying can also happen accidentally. The impersonal nature of text messages, IMs and emails make it very hard to detect the sender's tone. One teen's joke or sense of humor could be another's devastating insult. Nevertheless, a repeated pattern of emails, text messages and online posts are rarely accidental.
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Cyber bullying tactics will continue to grow in delivery mechanisms as technology advances. At present in 2011, the modes of digital communication include: e-mail, cell phone, text messaging, instant messaging, web sites, online personal polling web sites, interactive/digital technologies (digital videos and photos), PDAs, sending posts on social media sites and text or multi-messages from cell phones. In essence, the cyber bullied child can be taunted and harassed 24 hours a day, 7 days a week and 365 days a week. Unfortunately, cyber bullying is far worse than classic bullying. Perpetrators are not bound by time or space, and the audience can be much, much bigger. One quarter of young people who have cyber bullied others have also bullied children offline. With the power of technology, the offenses can be much crueler as they can incorporate a rich array of media (sounds, altered graphics, text, video, slide shows and photos) to deliver their attacks. In 2011, Facebook is the king of social networking sites.
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Cyber Bullying, iPredator & Cyberstealth

The greater the feeling of inferiority that has been experienced, the more powerful is the urge to conquest and the more violent the emotional agitation. -Alfred Adler
Here in the United States, October is National Bullying Prevention Month, National Cyber Security Awareness Month and National Crime Prevention Month. The reason for this is cyberbullying and cybercrime has reached epidemic proportions with no known end in sight. Federal, state and national organizations are doing their best to educate, alert and protect children and adults from iPredator. Although bullying has been part of the human experience since the inception of civilization, cyber bullying has introduced to humanity a form of bullying never seen before. For those cyber bullies who target children knowing they're causing the target child harm and distress, they meet criteria for this writer's definition of iPredator. The definition is as follows: iPredator: A child, adult or group who engages in exploitation, victimization, stalking, theft or disparagement of others using information and communications technology(ICT.) iPredators are driven by deviant sexual fantasies, desires for power and control, retribution, religious fanaticism, political reprisal, psychiatric illness, perceptual distortions, peer acceptance or personal and financial gain. iPredators can be any age, either gender and not bound by socio-economic status or racial/national heritage.
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Bullying use to be confined to schools, neighborhoods and small geographic locations that the bullied child could leave and seek respite from at home and with loved ones. With cyber bullying, the target child has no escape from the taunting and harassment afforded by the internet and mobile digital technology. In addition to the "around the clock" harassment and taunting a bullied child experiences, the cyber bully is protected by what has been called the "veil of invisibility" and "internet anonymity." These terms describe the ability for all online users to be anonymous online without disclosing their identity and location if they so desire. Regarding cyber bullies, they use the anonymity the internet affords when they want to remain hidden from being identified by the target child, the target child's parents, school officials, law enforcement and online complaint contacts and services usually posted by internet service providers, networking sites and other online services.
Unlike classic bullies that target children without information technology, cyber bullies rely on the multitude of benefits afforded to anyone who engages in communication via the internet. These assistances include the exchange of information over long distances, the rapidity of information exchange and the seemingly infinite access to data available for personal consumption and/or dissemination. Malevolent or ignorant in intent, cyber bullies totally rely on their capacity to taunt, harass and deceive others using digital technology in an abstract electronic universe.
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Cyberstalkers, cyberbullies, cyberterrorists, cybercriminals, online sexual predators and white-collar criminals all use what this writer has termed "Cyberstealth" provided by the internet, mobile devices and social media. Cyberstealth is a method and/or strategy by which iPredators and cyber bullies are able to establish and sustain complete anonymity while they taunt, troll and stalk the target child. In addition to a stratagem, cyberstealth is a reality of digital technology which human civilization often fails to fathom. Given the internet inherently affords anonymity, cyberstealth used by iPredators and cyber bullies may range from negligible to the highly complex and multi-faceted. The reason this writer specifically uses the word stealth as opposed to anonymous, invisible or cloaked is to assure the reader understands the purpose fueling iPredators and cyber bullies. This purpose is to hide their identity by designing false online profiles and identities, tactics and methods to ensure they remain concealed reducing apprehension and punishment. Therefore, as the internet naturally offers all online users anonymity if they decide, iPredators and cyber bullies design profiles and tactics to remain undetected and untraceable.
Cyber bullies are both overt and covert in their tactics. Given that cyber bullies are seeking peer group acceptance by exhibiting their control and dominance of the target child, they tend to be overt wanting their peers and the target child to know their identity. Although the majority of cyber bullies make their identities known, a plethora of tactics they use requires them to be covert, hidden and disguised.
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1. Stealth: According to the Merriam-Webster dictionary, Stealth is defined as "the act or action of proceeding furtively, secretly, or imperceptibly." As an adjective, "intended not to attract attention." The American Heritage Dictionary defines Stealth as "the act of moving, proceeding or acting in a covert way and the quality or characteristic of being furtive or covert." Cyberstealth is a covert process by which iPredators and cyber bullies are able to establish and sustain complete anonymity while they engage in online activities planning their next assault, investigating innovative surveillance technologies or researching the social profiles of their next target child, their peers and loved ones. One of the most common tactics used by cyber bullies is called Impersonation. Impersonation or "imping" as a tactic in cyberbullying can only occur with cyberstealth offered by digital technology. Cyber bullies impersonate the target child and make unpopular online comments on social networking sites and in chat rooms. Using impersonation, cyber bullies set up websites that include vitriolic information leading to the target child being ostracized or victimized in more classic bullying ways. If the cyber bully has access to the target child's password and/or personal information, extensive damage to the target child's reputation, friendships, financial status and familial structure is often the result. Using impersonation, the target child's reputation and friendships, central to their development, are jeopardized.
The ability for cyber bullies to practice cyberstealth compounds their devastating impact on the target child by making it very difficult to identify, locate and report their abusive tactics. In addition to using cyberstealth to hide their identity and
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whereabouts, cyber bullies create felonious profiles, create profiles mimicking the target child, denigrate the target child and a cornucopia of other divisive tactics. Combined with "around the clock" access to the internet, ability to spread malicious information quickly and the importance of online activities are to today's children, cyberstealth is a concept and practice causing the target child additional distress. Understanding how cyberstealth is regularly accessed in the cyber bullies toolbox, it is paramount for parents and educators to educate children on this reality and method. Children need to be fully abreast of the concept of cyberstealth and how, why and when it's used. Most importantly, children need to be educated on the 100% probability that cyber bullies use cyberstealth to engage in criminal or bordering criminal online activities. As nations continue to educate children on cyber bullying, toughen laws and encourage innovative anti-cyber bullying products and services, cyber bullies will be required to become much more adept in their cyberstealth tactics. As national attention is being focused on bullying and cyber bullying awareness and prevention, cyber bullies will have to, to avoid punishment, create and design new and more efficient cyberstealth tactics.
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2011 Cyber Bullying Tactics

Here in the United States, October has been designated as National Bullying Prevention Month. The reason for this is cyber bullying has reached alarming levels with no known end in sight. Although bullying has been part of the human experience since the inception of civilization, cyber bullying has introduced to humanity a form of bullying never seen before. Bullying use to be confined to schools, neighborhoods or some small geographic location that the bullied child could leave and seek respite. With cyber bullying, the target child has no escape from the taunting and harassment afforded by the internet and mobile digital technology. Below are cyber bullying tactics used in cyber bullying in 2011.
"A man should look for what is, and not for what he thinks should be." Albert Einstein
1. Interactive Gaming Harassment: Interactive games on online gaming devices allow children to communicate by chat and live internet phone with others they are matched with online. Having the ability to exchange information with gaming opponents and fellow peers, children will verbally abuse others, use threatening and profane language, lock others out of games, pass false information about others and depending on their computer savvy, hack into other children's accounts.
2. Exclusion: Exclusion is a cyber bullying tactic that is highly effective and indirectly sends a provocative message to the target child without the need for actual verbal deprecation. As its well-known children and teens are developmentally fixated on
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being recognized by their peers, the process of designating who is a member of the peer group and who is not included can be devastating to the target child. The tactic of exclusion is used in both classic and cyber bullying. Not being invited to an online and/or offline activity and then told beforehand and afterwards of their non-invite can be quite distressing to the target child. 3. Flaming: Flaming is a term describing an online heated argument that frequently includes profane or vulgar language, that typically occurs in public communication environments for peer bystanders to witness including discussion boards and groups, chatrooms and newsgroups. Flaming may have features of a normal message, but its intent if designed differently. The motive for flaming is often not dialectic, but psychological. Flamers endeavor to assert their power, or establish a position of dominance. Flames are angry, insulting and derogatory messages transmitted by people who have fierce positions about a subject. Flamers seek to anger and affront other members of a forum, and if unknown by the target child, is an internet troll. 4. Pornography and Marketing List Inclusion: A frustrating tactic committed by cyber bullies is signing up the target child to numerous pornography and/or junk marketing e-mailing and IM marketing lists. By doing this, the target child receives thousands of e-mails and IMs from pornography sites and advertising companies. If, and when their parents find out, they get upset, become involved, blame the target child for visiting pornography sites, possibly punish them or make them change their personalized and proud e-mail or IM address.
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5. Outing: Outing is a term that includes the public display, posting, or forwarding of personal communication or images by the cyber bully personal to the target child. Outing becomes even more detrimental to the target child when the communications posted and displayed publicly contains sensitive personal information or images that are sexual in nature. Outing occurs when someone sends or publishes confidential, private or embarrassing information online without the target child's consent or knowledge. Once released, these private email messages or images meant for private viewing are then encouraged by the cyber bully to forward to others. 6. Cyber Stalking: Cyber Stalking includes threats of harm, intimidation and/or offensive comments sent through personal communication channels. Frequently with cyber stalking related to cyber bullying, there is a threat or at least a belief by the target child, that the cyber bullies threats of stalking are real or could become real offline stalking. Cyber Stalking takes harassment to the level of threatening the target child's safety to an offline environment.
7. E-mail Threats and Dissemination: This is a cyber bully tactic used to inspire fear in the target child and then informing other members in the peer group of the alleged threat. The cyber bully sends a threatening e-mail to the target child and then forwards or copy & pastes the threatening message to others of the implied threat. By doing this, peers and friends of the target child are made aware of the threat and included in the dramatic presentation causing the target child further distress.
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8. Harassment: Harassment is sending hurtful messages to the target child that is worded in a severe, persistent or pervasive manner causing the respondent undue concern. These threatening messages are hurtful, frequent and very serious. Although sending constant and endless hurtful and insulting messages to someone may be included in cyber stalking described above, the implied threats in harassment does not lead the target child to believe the potential exists that the cyber bully may actually be engaged in offline stalking of the target child. 9. Phishing: Phishing is a cyber bully tactic that requires tricking, persuading or manipulating the target child into revealing personal and/or financial information about themselves and/or their loved ones. Once the cyber bully acquires this information, they begin to access their profiles. If it is the target child's or parents credit card number, they begin purchasing unauthorized items without the target child's knowledge or consent.
10. Griefing: Griefing is a term to describe when a cyber bully habitually and chronically causes grief to the target child, their peers and other members of an online community. Griefing can also occur when a cyber bully intentionally disrupts the immersion of another player in their interactive online gaming game play causing the target child embarrassment and shame.
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11. E-mail and Cell Phone Image Dissemination: Not only a tactic used in cyber bullying, but a form of information exchange that can be a criminal act if the images are pornographic or graphic enough depicting under aged children. Children can receive images directly on their phones and then send them to everyone in their address books. Some children actually post these images on video sites, their social networking profiles and other programs for anyone to download or view. Children often take pictures of someone in a locker room, bathroom or dressing room and post them online or send it to others on cell phones. If these images are sexually graphic in nature or expose the target child in a graphic manner, the cyber bully and those disseminating those images can be arrested. Of all cyber bullying methods, this tactic, which serves to embarrass a target child, can lead to serious criminal charges and has also been called sexting. 12. Password Theft & Lockout: A cyber bully steals the target child's password and begins to chat with other people, pretending to be the target child. Confident that others think he/she is the target child, they begin to communicate provocative and adversarial messages that are offensive and anger the target child's friends or even strangers. The cyber bully may use the target child's password to change his/her profile to include sexual, racist and inappropriate information that may attract unwanted attention or offend people. To ensure the target child is unable to amend these changes, the cyber bully locks them out of their own account.
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13. Websites: Cyber bullies create websites that insult or endangers the target child. The cyber bully creates, designs, and posts web pages specifically designed to insult the target child, their peers or group of people who share similar characteristics as the target child such as race, religion or sexuality. At the cyber bully's website, they also post a target child's personal information and images, which are not only embarrassing, but puts the target child at greater risk of being located, targeted and contacted by online sexual predators once their personal contact information is made public. 14. Impersonation: Impersonation or "imping" as a tactic in cyber bullying can only occur with the cyberstealth offered by digital technology. Cyber bullies impersonate the target child and make unpopular online comments on social networking sites and in chat rooms. Using impersonation, cyber bullies set up websites that include vitriolic information leading to the target child being ostracized or victimized in more classic bullying ways. If the cyber bully has access to the target child's password and/or personal information, extensive damage to the target child's reputation, friendships, financial status and familial structure is often the result. Using impersonation, the target child's reputation and friendships, central to their development, can be ruined beyond repair.
15. Voting/Polling Booths: Some websites offer online users the opportunity to create online polling/voting booths that are free of charge and easy to post. Cyber bullies use these websites to create web pages that allow others to vote online for categories that are deemed highly embarrassing by the target child. Examples of voting and polling include the ugliest, fattest, dumbest, most sexually promiscuous
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and a plethora of other deprecating attributes. Once posted, cyber bullies encourage and direct peers and friends from the target child's school to participate. Prior to the internet, this method was a common tactic used by classic bullies using a notebook filled with polling questions and passed around school for peers to fill out called "slam books." 16. Denigration: Used in both classic and cyber bullying, denigration is a term used to describe when cyber bullies send, post or publish cruel rumors, gossip and untrue statements about a target child to intentionally damage their reputation or friendships. Also known as "dissing," this cyber bullying method is a common element and layer involved in most all of the cyber bullying tactics listed. In both online and offline environments, once cyber bullies make false allegations about a target child, this negative information, like negativity in general, spreads quickly and is left to the target child to disprove. 17. Bash Boards: Bash Boards are online bulletin boards where children post anything they choose and often frequented by the cyber bully and target child's peer groups and school acquaintances. At these online bulletin boards, negative and deprecating information is posted about the target child that is public for all to read and shared with others. Generally, bash boards encourage postings that are mean, hateful, malicious and embarrassing.
18. Trickery: Trickery is a tactic similar to phishing in that a cyber bully purposely tricks a target child into divulging secrets, private information and/or embarrassing
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information about themselves and then publishing that information online. Like phishing, trickery requires the target child to have some element of trust or respect for the cyber bully by agreeing to post sensitive information about them thinking the cyber bullies rationale for doing so will be beneficial and/or positive. 19. Happy Slapping: Happy Slapping is a relatively new type of cyber bullying that integrates the rapid growth of video online and classic bullying. This occurs when a target child or unsuspecting victim is physically attacked or embarrassed in person and an accomplice video records or takes pictures of the incident. The image or video is then posted online at video and social networking sites for public consumption. Often, cyber bullies twist their true motivations by telling peers their posting of the video is merely a prank or joke with no hostile intent. Hence, the term "Happy Slapping." Happy Slapping has become one of the most common tactics used in cyber bullying, given the widespread usage of cell phones all now having video cameras installed. Of all the tactics used in cyber bullying, Happy Slapping is one of the most depredating events a target child can experience. As the old adage confirms, "a picture speaks a thousand words."
20. Text Wars and Text Attacks: Text Wars and Text Attacks are cyber bullying tactics when the cyber bully and a group of his/her accomplices' gang up on the target child by sending them hundreds of emails or text messages. Besides the emotional toll, it can take on the target child, their cell phone charges may escalate. Having
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escalating monthly phone charges causes parental frustration with possible punitive measures of taking the target child's phone away accusing them of being irresponsible. 21. Sending Malicious Code: Sending malicious code is a cyber bullying tactic whereby the malicious information is sent intentionally to a target child, to damage or harm their system or to spy on the. Many cyber bullies will send viruses, spyware and hacking programs to a target child that can be very costly to repair. Cyber bullies do this to either destroy their computers or spy on their target child. Trojan Horse programs allow a cyber bully to control a target child's computer via long distance remote control, and can be used to erase their hard drive filled with important information.
22. Images and Videos: Briefly described in Happy Slapping, the usage of images and video recording has become a growing concern that many communities, law enforcement agencies and schools are taking seriously. Due in part to the prevalence and accessibility of camera cell phones, photographs and videos of unsuspecting victims or the target child, taken in bathrooms, locker rooms or in other compromising situations, are being distributed electronically. Some images and videos are emailed to peers, while others are published on video sites such as YouTube and Vimeo. The usage of video and images are extremely dangerous to the target child and cyber bully if the visual products are judged pornographic, which are criminal in most states when the target child is under age.
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23. Warning Wars: Internet Service Providers (ISP) offers a way for consumers to report an online user who is posting inappropriate or abusive information. As a tactic used in cyber bullying and harassment, children engage in "warning wars" by making false allegations to the ISP regarding the child posting inappropriate information. Given that ISPs can't investigate all reported allegations, often times they simply punish the target child by removing their online privileges for a period even when that child posted no vitriolic information. While this should be a security tool for the community's protection, cyber bullies sometimes use this warning system as a game, prank or insult directed at the target child. 24. Screen Name Mirroring: Screen name mirroring is a cyber bullying tactic used against a target child by constructing a screen name or user name that is very similar to the target child's name. This name may have additional or removed letters, numbers or combinations of the two to appear the same as the target child's screen name. Once created, the cyber bully uses the screen name, impersonating the target child, to post and disseminate inappropriate and hurtful information about others. Peers, acquaintances and adults not aware of the minor changes in the target child's screen name naturally assume it is they disseminating the inappropriate information.
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Reality Virtuality Continuum & Childhood

Although developmental experts, educators and pediatric specialists believe children have a confusing time differentiating the Reality Virtuality Continuum, this writer puts forth that it is not just children, but all humanity. Cyberspace and the digital world is a dimension new to humanity recently celebrating its 20th birthday in 2011. Despite being only two decades old, the rapid expansion of information technology has caused a global paradigm shift in how humanity communicates and exchanges information. The Reality Virtuality Continuum is a term used to describe a scale of realities, stretching from a pure virtual reality at one end, to a pure physical reality at the other end, with a continuous scale of augmented realities in between.
As of 2011, Nielsen Online, International Telecommunications Union, GfK and World Population Stats estimate two billion people globally are internet users having grown by 480% from 2000-2011. Despite its already significant impact, the pace of new-technology introductions and number of Internet users will continue to grow at an accelerated rate with access to and the exchange of information being a priori.
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As of 2011, 70% of the world's population now has a mobile phone. A mobile phone population of 70% is equivalent to over 5 billion mobile subscribers and growing. In places like the United States, 9 out of 10 Americans have a mobile phone. With children now more likely to own a mobile phone (85%), than a book (73%), it is fair to assume information technology and the digital universe are here to stay. Virtual World, Virtual Environment and Virtual Reality defines an artificial environment that is created with software and presented to online users in such a way, that users suspend their belief and accept it as a real environment. On a computer, virtual reality is experienced primarily through two of the five senses: sight and sound. It has been speculated that children seem to view the real world and the online or virtual world as part of a seamless continuum. Conversations with friends may begin at school and pick up again, on a childs computer, mobile phone, after dinner, or vice versa. Supporters of this notion believe children are susceptible to perceiving cyberspace and the virtual world as directly connected to reality or the "real world." Because of this developmental weakness, assumed to be age and maturational related, children are far more negatively impacted by disparaging, abusive and false information posted about them online.
Regarding cyber bullying, children are somehow interpreting this online deprecation and taunting by cyber bullies more intensely, in a more meaningful way, and far more impacted as opposed to adult online users. This writer not only disagrees with this postulation, but also supports the notion that children are more adept and in harmony
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with online activities related to the exchange, speed, and rapid growth of information online than adults are. This writer has concluded adults, who are ignorant to how information is shared online that can have devastating effects to their reputations, their businesses and their finances are equally irresponsible as children. Adults are as equally nave to this reality and continue to be reminded by cybercrime statistics, iPredator adult victimization, internet libel, corporate disparagement, dramatic social networking site activities and many other arenas adults in the infant information age are learning by fire as opposed to real world internet education and application. To assume children are somehow less adept at comprehending the demarcation between reality and virtual reality is a disservice to children and their online capacities. This writer does agree with experts that children, unlike adults, are more easily ego fragmented when taunted or disparaged by their peers. This writer also agrees that children are more susceptible to psychological wounds by cyber bullying or any other information that places them in a less than desirable light. What this writer doesn't agree with is that adults are somehow more adept and equipped to manage online disparagement and dissemination of felonious information. If anything, children are far more in tune with the reality that online disinformation can have damaging and irreparable effects.
Although classic and cyber bullying are pediatric issues having become widespread and pervasive, children comprehend the damage digital technology can have on ones reputation with friends and loved ones not seemingly fully understood by adults.
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Cyber bullies easily target children when they are vulnerable, unaware, unsuspecting or different from the peer group in power or peer majority based on their age, race, religious affiliation, sexual orientation and physical attributions. In order to create effective educational and awareness cyber bullying prevention strategies, educators and program designers must design their information, not for developmentally immature children, but for children in development to become adults with full comprehension of the nature and breathe of the digital universe.
"Children are no more ignorant to the reality-virtuality continuum than adults evidenced by exploding cybercrime consumer costs, online dating site drama and Facebook obsessions reported by none other than adults." Dr. Michael Nuccitelli
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Signs of Cyber Bullying

When looking for signs suggesting a child is being cyber bullied it is important to first understand the differences between normal childhood developmental milestones and the psychological & behavioral changes related to cyber bullying. Not that a parent or guardian is required to become proficient at developmental psychology, but taking the time to investigate the stages of being a child, tween and teen will benefit in cyber bullying identification. Based on this writer's clinical and academic experiences working with children, adolescents and their families, he evaluates all childhood trauma response by looking for three primary signs suggesting the child is, or has been, traumatized by cyber bullying or potential pediatric trauma. These signs are Rapid Behavioral Shift (RBS), Increased Isolation (II) and Familial Withdrawal (FW). If a parent or caregiver notices the child is exhibiting different or uncharacteristic behaviors not resembling their personality or day-to-day routines, raise a red flag. If a parent or caregiver observes the child is spending more time isolating in their room, offline, at home and away from school-based activities, raise a red flag. If a parent or caregiver notices the child is spending less than normal time engaged in family functions like dinnertime, family outings, holiday functions and social exchanges with parents, siblings and/or extended family members, raise a red flag.
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If one of the red flags have been raised, then it is important to discuss those observations with the child. If two of the red flags have been raised, there is almost a 100% probability that something has gone awry in the child's life requiring attention by the parent involved. If all three red flags are raised, there is no doubt that the child is suffering from something distressing in his/her environment and requires immediate and sustained attention until the parent or guardian has accurately pinpointed the source of the child's distress. If bullying or cyber bullying is the source of the child's distress, chances are they will not want to disclose these events about the bullying or the perpetrating children involved. The target child's reluctance to disclose they are a victim of cyber bullying is rooted in fear, embarrassment, shame and allegiance to their peers if one or more of them are the cyber bully(s). Primary fears children have about disclosing cyber bullying are concern the parent or caregiver will insist they delete their social profiles, restrict their online access, restrict their time online or insist they return their mobile phone. If the cyber bullied child perceives any of these consequences as viable, he/she will almost certainly never discuss any problems he/she is having online.
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To ensure an open line of communication related to cyber bullying is established, it is paramount for the parent or caregiver to verbalize often to the child they will suffer none of the consequences described above if they come to them if cyber bullying is happening. When it comes to cyber bullying, the child needs to know that whether they are being cyber bullied or the cyber bully, they will not lose any of their online privileges provided they are agreeable to discuss the issues and prepared to resolve them in an expeditious manner.
Signs Suggesting Cyber Bullying

1. The child is using their computer late at night more than usual for reasons other than academic requirements. 2. The child's grades are declining that cannot be explained by environmental factors or reports from school officials. 3. The child is misbehaving in school more than usual. 4. The child exhibits a change in their ordinary daily activities and conditions such as eating, sleeping, mood swings, etc. 5. The child appears upset after internet use. 6. The child appears more anxious and fearful, especially as it relates to school attendance. 7. There is some evidence that the child is covering their online tracks such as clearing their history before shutting off the computer. 8. When a child is being bullied, taunted or abused online, chances are it is someone the child knows within his or her social circle or online activity acquaintances engaging in cyber bullying.
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Recommendations for Parents

1. Maintain open communication with your child. Speak with them often and habitually inquire 1-2 times monthly if they have or have been cyber bullied. As part of asking the child about their day, always be sure to include a question regarding their online activities. 2. Tell the child that you trust and support specifically related to their online activities. Consistently remind them they will not lose their online privileges, interactive gaming time, mobile devices or social network site privileges due to cyber bullying issues provided they are open, honest and forthright. 3. Work with trusted adults at school such as school administrators, teachers or school counselors. Attend all scheduled PTA meetings; visit often the school's website if they have one, forward relevant internet safety and anti-bullying information you may come across, investigate the schools bullying and internet safety awareness programs and investigate the school's bullying and disciplinary policy's. 4. If the child is being bullied or cyber bullied, consistently communicate to the child that revenge and retribution are not solving the problem and could make the situation worse if they begin cyber bullying back the aggressor or another vulnerable child. 5. Help the child to retain and log all records related to being cyber bullied including chat transcripts, photos, website pages, emails (including full headers) and online correspondences as evidence for future use if needed. 6. Inform the cyber bullies Internet Service Provider (ISP) or cell phone service provider of the abuse and request in formal writing contact date, purpose of contact, and steps for resolution.
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7. Contact the cyber bullies parents and explain to them, along with copies of the recorded evidence, the cyber bullying events and that the authorities and legal counsel will be contacted if not resolved. 8. Some children don't recognize what they are cyber bullying and may believe that it is innocent play or online bantering. If meeting with the cyber bully's parents, explain this to the parents and use the word bullying," which serves as a wakeup call that their child is engaged in possible punishable activities.
9. Make sure you keep yourself well informed of the various social networking sites currently popular. If you dont know what sites your child visits, casually and persistently ask them to show you online their favorite sites. 10. Any changes in your childs behavior, leading to overt and persistent signs of depression and anxiety, should be noted. If your child suddenly stops attending social activities with his or her peers, ask what the problem is and assume the problems are peer related and likely involve online activities in some form. 11. If your child breaks contact or avoids contact with some or all of his or her friends, it is paramount to establish a persistent line of communication to investigate potential cyber bullying issues. 12. If your childs friends stop coming over for visits, stop calling or no longer inviting your child to social events and activities, chances are your child is being alienated for a reason. Find out what has transpired as it may be your child is being excluded as a target victim or they may be bullying others.
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13. Make sure you have a good and open relationship, not only with your child, but with his or her friends as well. This will enable you to approach them, should you have any concerns about your child. Your childs friends will be the first to know, if your child is being targeted. Unless the friends are the ones doing the targeting, which is sometimes the case, having a close relationship with your child's friends will always yield valuable information.
"The neurotic is nailed to the cross of his fiction." Alfred Adler
Cyber Bullying Trumps Classic Bullying

1. Cyber bullying, like classic bullying, is about human relationships involving the balance of power and control. Children who cyber bully have an easier time establishing authority, rule and dominance using information and communications technology concurrent with a captive peer audience. 2. Those who cyber bully desire to make the target child feel there is something wrong with them. Having the internet with rapid potential at their disposal, they have many digital avenues to succeed. 3. Cyber bullying is perceived more intensely for todays "Always Online Generation." Given that digital technology increases the spread of information rapidly, children are
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aware that potential adverse information about them can have devastating effects on their reputation. 4. The Millennial or Online generation is increasingly communicating in ways that are often unknown by adults and away from their supervision using mobile digital technology. Without monitoring, cyber bullying can run rampant. 5. Cyber bullying may be educated to children as a cowardly because cyber bullies can hide behind the anonymity that the internet provides. If educating the child using this line of reasoning occurs, it is mandatory to address that classic bullying is not the courageous alternative. 6. Cyber bullies can communicate their hurtful messages to a very wide audience with remarkable speed that the target child can't halt with cyber bullying by proxy. 7. Cyber bullying has far fewer tangible consequences using information technologies to bully others. Parents and caregivers need to be mindful of the difficulty compiling evidence necessary to prove their child is engaged in cyber bullying others. 8. Cyber bullies do not have to own their actions, as it is usually very difficult to identify them, so they do not fear punishment for their actions. With advancements in information technology, it can be very difficult compiling identity specific evidence on who they are and their geographic location.
9. Cyber bullying is often outside of the legal reach of schools and school boards as this behavior often happens outside of school on home computers or via mobile devices. Compounding this difficulty is some cyber bullies don't even reside within
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the same town county or state as the target child making legal and law enforcement involvement very difficult. 10. Victims of cyber bullying are often fearful of telling others because they fear that the bullying may actually become worse if they tell adults or school officials. For this reason, many targeted children suffer in silence. 11. Victims of cyber bullying are afraid to report to adults about being cyber bullied, as they fear that adults will over-react and take away their mobile phone, computer and/or internet access. 12. In most cases, cyber bullies know the target child, but the target child may not know their cyber bullies. 13. Cyber bullies may or may not bully the target child through physical, verbal, emotional or psychological means that are more easily identified. Using cyber bullying by proxy, cyber bullies can involve their friends to be the primary assailants of the bullying tactics. 14. With the dawn of mobile devices and wireless internet access, communications have become ubiquitous. 15. Cyber bullying can happen any time and any place for children. Home is no longer a refuge from negative peer pressure and abuse. Cyber bullying in the information age offers mobile digital technology and will continue to expand in applications. 16. In 2011, 94% of 14-15 year olds regularly maintain a social networking profile. Cyber bullying has become the weapon of choice for bullies in the place of more overt harassment or classic bullying. 17. When adults bully children or teenagers online, it is defined as cyber stalking or cyber harassment and punishable as criminal in most states. At present, cyber stalking and cyber harassment by children are not regarded punishable by minors. 18. It is hard for children and adults to distinguish their online identity and their offline identity as two separate forums. Unfortunately, both children and adults sometimes lose sight of the differences. When this occurs, they are more susceptible to psychological distress, cyber bullying and criminal attacks.
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Cyber Bully Prevention Strategies

1. Teach your child to use the blocking function at their social networking sites. After blocking the cyber bully, teach your child to not reply to their messages and report their abusive messages to the site administrators. 2. Block the cyber bully. Most mobile devices have settings that allow your child to electronically block emails, IMs or text messages from specific people. Teach them to do this often if anyone they interact with behaves aggressively. 3. Limit access to your child's technology if necessary. Many children who are bullied can't resist the temptation to check web sites, their phones, message boards and chat rooms to see if there are new messages posted by the cyber bully or friends privy to the cyber bullying. 4. Some companies allow parents to turn off text messaging services during certain hours, which can give bullied children a break and allow parents to relax during these off hours.
5. Know your child's online world. Check their postings and the sites they frequent, and be aware of how they spend their time online. A simple cost free monitoring mechanism is to set up a Google Alert using your child's name and hometown. This way, you will be sent messages to your inbox regarding some of your child's online activities.
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6. Educate your child on the importance of privacy. Most importantly, educate your child on the importance of not sharing personal information online, even with friends, intimate partners or love interests. 7. Encourage them to safeguard their passwords at all costs other than sharing them with parents in case of an emergency. 8. An effective way of monitoring your childs status online is making sure that your child has an aunt, uncle, or other adult they really like and respect as a friend that will discuss their online activities. 9. Keep the home computer in a public area of the home and limit the use of cell phones and games to negotiated times and schedules. 10. To reduce cyber bully and potential online predator contacts, it is important to change the home online schedule rules to prevent potential assailants from learning the times your child will be online.
"To be a human being means to possess a feeling of inferiority which constantly presses towards its own conquest. The greater the feeling of inferiority that has been experienced, the more powerful is the urge for conquest and the more violent the emotional agitation." Alfred Adler
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Cyber Bullying Statistics

1. 55% of 8-11 year-olds and 68% of 12-15 year-olds say bullying is a serious problem for them (Kaiser Family Foundation/Nickelodeon.) 2. 30% of 11-15 year-olds have been targets or perpetrators of bullying (Journal of the American Medical Association.) 3. By age 30, 25% of persons identified as bullies in childhood have a criminal record. 4. 85% of gay and lesbian students reported verbal harassment and 43% reported physical harassment (GLSEN National School Climate Survey.) 5. 50% of bias crime offenders are 11-20 years old and 16% of reported bias incidents take place in schools (NJ Bias Incident Offense Report.) 6. According to BullyingStatistics.org, around 43% of kids have been bullied online with 35% being the victim of threats and 58% revealing something mean was said about them online. 7. 77% of students have been the victim of some type of bullying with 46% of males and 26% of females being the victims of physical fights. Increased domestic violence at home has been linked to increased bullying online and at school.
8. According to the U.S. Bureau of Justice School Bullying Statistics and Cyber Bullying Statistics, the top five U.S. states are California, New York, Illinois, Pennsylvania and Washington, with California number 1. 9. Regarding school bullying statistics of high school students, 15% reported 1-3 bullying incidents in the last month, and 3.4% 10 times or more. 10. According to the U.S. Bureau of Justice School Bullying Statistics, 30% of U.S. students in grades 6-10 are involved in moderate or frequent bullying as bullies, as victims, or as both.
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11. A recent school bullying statistics study found that 77% of students said they had been bullied and 14% of those who had been bullied said they had experienced severe reactions to the abuse. 12. Each day 160,000 students in the United States miss school for fear of being bullied. 13. School bullying statistics reveal that 43% of students fear harassment in school restrooms. Additionally, 100,000 students in the country carry a gun to school, and 28% of those who carry weapons have witnessed violence at home. 14. According to the National Center for Education Statistics, over 70% of students play some kind of role in bullying, including witnesses. 15. According to the Office for Civil Rights (OCR), bullying will truncate students from reaching their fullest potential. It creates a fearful, disrespectful and negative environment for learning. 16. According the Mothers Awareness on School-Age Kids (MASK), 1 in 3 children are victims of cyber-bullying. MASK is a non-profit organization that aims to educate parents and children of the social issues that today's youth are facing. 17. The National Center for Education Statistics reports 28% of students, 12-18, have reported they were bullied in the 2008 to 2009 school year. 18. At the end of 2010, the non-profit group Mikva Challenge surveyed 700 CPS students. The data showed 1 in 3 respondents admitted to being cyber bullied, while more than 1/3 say they have participated in cyber bullying. 19. The rate of victimization among lesbian, gay, bisexual and transgender (LGBT) students has remained very high and constant between 1999 and 2009, the latest date for which there are statistics, according to the National Climate Survey conducted by the Gay, Lesbian and Straight Education Network (GLSEN).
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20. Over 25% of adolescents and teens have been bullied repeatedly through their cell phones or the internet (i-Safe Foundation.) 21. 30% of U.S. students in grades 6-10 are involved in moderate or frequent bullying as bullies, as victims, or as both according to the results of the first national school bullying statistics and cyber bullying statistics survey on this subject. 22. 10% of Canadians are victims of cyber bullying, according to a report by Statistics Canada. The most common form of cyber bullying involved receiving threatening or aggressive e-mails or instant messages, reported by 73% of victims. More than half of respondents said they had been the target of hateful comments, while 8% reported their identity had been assumed by someone sending threatening e-mails. 1 in 6 respondents indicated they had come across hateful or violent content, usually targeted at ethnic or religious groups. 23. A study conducted by Cork Institute of Technology revealed almost half of students questioned were aware of cyber bullying taking place. 1 in 10 students had experienced cyber bullying, 1 in 5 children said they had experienced traditional forms of bullying, 1/3 of students said they found picture messaging via mobile phones as the most harmful and upsetting form of cyber-bullying, 3/4 of those who admitted to having been cyber bullied were users of social networking sites. 24. According to The National Center for Victims of Crime, almost 30% of teens in the United States, or more than 5.7 million, are estimated to be involved in bullying as a bully, a target of bullying or both. Of those, 5.4% of high school students, about 864,000 teens, report staying home one day a month because they fear for their safety.
Bullying/Cyber Bullying Facts & Fatalities

During this writer's investigation on bullying and cyber bullying, he came across a variety of facts, news stories and bullicide victim accounts that are highly relevant and listed for the reader to further investigate. Each point mentioned below speaks to the deadly potential of cyber bullying & bullying, the need for political intervention on state and federal levels, the movement to tougher bullying and cyber bullying laws and the justification for why our nation must become proactive in reducing the negative aspects of digital technology.
1. Frequent bullying (weekly or more) causes serious harm, including depression, school avoidance and social anxiety, often lasting into adulthood. Children who bully are at a higher risk of future involvement in the criminal justice system and of continued bullying as adults (e.g., child or spousal abuse.) 2. Peers are typically involved as bystanders. The behavior and attitudes of bystanders can inhibit or facilitate bullying. When peers support the targeted child or express disapproval of the bullying child, bullying usually subsides. 3. Frequent bullying (weekly or more) is generally perpetrated by 10-15% of students. Targeted children constitute about 10-15% of students. 5% of students are both perpetrators and targets of bullying and these children are generally more troubled and require more attention and intervention. 4. Children who bully dont necessarily lack self-esteem, empathy or general social skills. Rather they tend to have lower competence in managing emotions, empathy, evaluating consequences and problem solving. Many children who bully are popular among peers and with adults.
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5. The most important factor determining the occurrence of bullying in a school is school climate, defined as the subjective perception of the school by students and school personnel. School climate is influenced by school norms, disciplinary practices, and the behavior of adults in the school. 6. According to Google Trends, the first incidences of cyber bullying were reported in 2007. Cyber bullying has increased dramatically since then. As of 2011, social sciences experts are suggesting cyber bullying has reached epidemic proportions. 7. School bullying and cyber bullying statistics are increasingly viewed as an important contributor to youth violence, including homicide and suicide. Case studies of the shooting at Columbine High School and other U.S. schools have suggested that bullying was a factor in many of the incidents. 8. Regarding bullying and gender, usually bullying is same sex, males bully males, females bully females. Some experts believe it's a result of the insecurities children feel when entering middle school. Stalking is typically not same sex. 9. In 2010, 18-year-old Rutgers University student, Tyler Clementi, jumped off the George Washington Bridge to his demise after two teen classmates streamed images over the Internet of him having intercourse with another young man. 10. According to WiredSafety.org, at least 36 suicides in the past four years were linked to cyber bullying.
11. New York State Senator Jeffrey Klein and the Independent Democratic Conference recently met to put cyber bullying into the category of third degree stalking and bullycide would be categorized as second-degree manslaughter. Under Senator Klein's bill, the crime of stalking in the third degree would be updated to explicitly include harassing a child using electronic communication.
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12. Cyber Bullying State Laws: 30 states have criminalized cyber bullying. At least 5 have laws dealing explicitly with cyber bullying, which a study found last year may be even harder on the victims than physical beatings or name-calling. 13. 14-year-old Jamey Rodemeyer of Williamsville, New York, took his own life after years of being bullied for his sexual orientation. Rodemeyer had posted his own "It Gets Better" video on YouTube, and tried to inspire other bullied children and teens into believing they can survive the cruelty of bullying. 14. 15-year-old Phoebe Prince of Massachusetts committed suicide after being bullied in school and online. The bullying continued after her death with people leaving nasty comments on her Facebook memorial page. 15. In 2006, 13-year-old Megan Meier committed suicide after being harassed by an adult. A mother of Megans former friend had created a fake profile to tease and torment the young girl. 16. Ryan Patrick Halligan, 13 years old, committed suicide by hanging himself due to online bullying. 17. 11-year-old, Carl Joseph Walker-Hoover hung himself with extension cords after bullies had taunted and harassed him by repeatedly calling him gay. 18. Justin Aaberg, a gay 15-year-old from Champlain, Minn., hanged himself after being bullied. 19. Disabled students are subject to intense bullying. According to a government antibullying website (stopbullying.gov), if a child is being bullied for his or her race or disability, parents should seek help from the U.S. Department of Education on Civil Rights. 20. Sean Duffy, a young man who posted astonishingly malevolent messages on a Facebook memorial page set up to mourn Natasha MacBryde, a teenager who had committed suicide, was imprisoned and defined as an Internet Troll.
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21. California State Assemblyman Mike Eng announced he is joining a number of lawmakers in California in lobbying Governor Jerry Brown to sign their bill, Assembly Bill 1156, which would broaden the definition of bullying in school, require prevention training and make it easier for children who have been bullied to transfer to another school. The bill would redefine the California anti-bullying law by expanding the definition of bullying and linking it to academic achievement. It will also strengthen policies and procedures to reduce bullying in schools and keep students safe. 22. Violence in schools is rarely sudden. In most cases, the students plot out the attacks months, or even years, in advance. In the case of Columbine, Eric Harris and Dylan Klebold spent two years planning the school shooting, which is still the deadliest attack at an American high school. The shooters also didnt make a secret of their plans. 23. The Safe School Initiative showed many students felt bullied or persecuted prior to the attacks. Most also had access to weapons found in their homes or in the homes of friends or relatives, he said. 24. 46 states have anti-bullying laws on the books; 34 of them have been updated to include electronic harassment. In addition, 44 states require schools to have specific policies for bullying.
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"The truth is often a terrible weapon of aggression. It is possible to lie, and even to murder, with the truth." Alfred Adler
Cyber Bullying by Proxy

Cyber Bullies who misuse the internet to target other children often enlist friends to act as accomplices. These accomplices, unfortunately, are often unsuspecting. They know they are communicating irate or provocative messages, but don't realize they are being manipulated by a cyber harasser, cyber bully and iPredator. That's the beauty of this type of scheme. The attacker merely prods the issue by creating indignation or emotion on the part of others, sits back and let others do their dirty work. Then, when legal action or other punitive measures are initiated against the accomplice, the cyber bully can claim that they never instigated anything and no one was acting on their behalf. They claim innocence and blame their accomplices is a scapegoat is needed for slaughter. If the accomplices are made as scapegoats, they have no legal legs to stand on once their IP addresses and other identification forms of evidence are compiled. It's brilliant and very powerful. It is also one of the most dangerous kinds of cyber harassment or cyber bullying. Another method of cyber bullying by proxy is using an Internet Service Provider (ISP) to do their bidding. Cyber bullies do this often using AOL, MSN or another ISP as
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their "proxy" or accomplice. When they engage in a "notify" or "warning" war, they are using this method to get the ISP to view the victim as the provocateur. A notify or warning war is when one child provokes another, until the victim lashes back. When they do, the real attacker, the cyber bully, clicks the warning or notify button on the text screen. This captures the communication and flags it for the ISP's review. If the ISP finds that, the communication violated their terms of service agreement (which most do), they may take action. Some accounts allow several warnings before formal action, but the results are the same. The ISP does the cyber bullies dirty work when they close or suspend the target child's account for a "terms of service" violation. Most knowledgeable ISPs know this and are careful to see if the child warned is really being set-up. Sometimes cyber bullies use the target child's own parents as unwitting accomplices. They provoke the target child and when they lash back, the cyber bully saves the communication and forwards it to the parents of the target child. The parents often believe what they read, and without having evidence of the prior provocations, think that their own child instigated the conflict. This tactic works just as easily in a school disciplinary environment, where the cyber bully hopes to have the school blame the target child. That's why those in authority should never take any cyber bullying at face value before completing a thorough investigation.
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Cyber Bully Motivations Quick List

1. Anger 2. Revenge 3. Frustration 4. Entertainment 5. Boredom 6. Ample Free Time 7. For Laughs 8. To Get A Reaction 9. By Accident 10. To Torment 11. Ego 12. Social Standing 13. Righting Wrongs 14. Perceived Chivalry
"In defense of our persons and properties under actual violation, we took up arms. When that violence shall be removed, when hostilities shall cease on the part of the aggressors, hostilities shall cease on our part also." Thomas Jefferson
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Types of Cyber Bully

After spending 80-90 hours investigating cyber bullying, bullying, developmental psychology, criminal psychology and elements of the iPredator, this writer concurs with pediatric experts and educators on the dire need for this country to educate children, parents and adults on cyber bullying. A segment of this writer's theoretic construct he has coined, iPredator, includes children who are cyber bullies and engaged in taunting and abusing other children for either peer acceptance or narcissistic and/or anti-social personality tendencies. Although a small percentage of cyber bullying occurs without the knowledge or malice of the assailant, their actions still cause the target child severe distress and anguish. However, even though their actions are abusive and harmful to another child, they're ignorance of their actions makes them inexperienced, immature and irresponsible. Children that fall in this group do not meet the criteria for iPredator. This does not excuse them from their actions, but places them in a non-deviant and criminal group requiring sustained education and monitoring of their online activities until they have proven themselves to practice digital citizenship and respect for their peers. Of most concern to this writer is the group of children engaged in cyber bullying with full comprehension of their abusive actions targeted towards vulnerable children. Based on this writer's tenets, this segment of cyber bullies can be placed into two sub groups separated by intent, motivation and purpose. The first sub group is cyber bullies who abuse, taunt and assault other children fueled by the developmental and psychological needs of peer acceptance and belonging. This group of cyber bully fits criteria for the definition of iPredator. Once confronted on their aggressive patterned behaviors, these cyber bullies require reprimand for their actions, psychological consultation and extensive familial intervention dictated by the frequency and investments as a cyber bully. During their rehabilitative process, it is highly encouraged to ensure the child actively apologizes and atones for their actions to the target child(s). Most important to this sub group of cyber bully and iPredator is to ensure they dispel and process their justifications for their bullying actions. Within this group of cyber bullies, all of them have overt and covert justifications for their abusive behaviors including retribution, jealousy, anger, depression, low self-esteem and confidence, prejudice and boredom. Essentially, these factions of cyber bullies have reasons and excuses for their actions, which necessitate to have them confronted, dispelled and
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processed. The length of time the child has engaged in cyber bullying, the number of children they've targeted, their dependency to online activities and their home and school environment status are all factors relevant to successful rehabilitation. The second sub group of children is the cyber bully this writer feels is the most dangerous and has the highest probability of future destructive and self-destructive involvement. These children are fully aware of their foul behaviors, revel in the control and domination they experience and have no justifications or cause for their actions other than enjoyment and narcissistic delight. If these children are also clever and shrewd in their tactics, they will also design cogent justifications for their heinous actions to share with other peers. They concoct reasons for their actions to encourage cyber bullying by proxy, support for their escapades and solicit assistance from those they perceive as allies. In reality though, these children are clear in intent and want nothing more than to abuse other children for their own narcissistic gratification. This writer has defined three typologies of cyber bully. They are The Ignorant Cyber Bully, The Righteous Cyber Bully and potentially most dangerous, The Narcissistic Cyber Bully. As this writer continues to research and expand his theory of iPredator, he will continue to focus on and investigate the Righteous and Narcissist Cyber bully profiles, given they are cognizant of the abuse they cause other children and fit criteria for iPredator.
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Resource Links
2011 Trends in Bullying: http://www.ianrpubs.unl.edu/live/g1309/build/g1309.pdf Adlerian Theory: http://www.alfredadler.edu/overview/adlerian.htm Adler's Lecture Notes & Social Interest: http://www.sonoma.edu/users/d/daniels/Adler.html Alfred Adler and Personality Theory: http://webspace.ship.edu/cgboer/adler.html Alfred Adler: http://en.wikipedia.org/wiki/Alfred_Adler Anti-Social Personality Disorder: http://www.mayoclinic.com/health/antisocialpersonality-disorder/DS00829 Bullying and Academic Performance: http://etd.ohiolink.edu/sendpdf.cgi/Norris%20Tina.pdf?kent1270316819 Bullying Information (Educators): http://bullyproofclassroom.com/ Bullying Prevention Program: http://www.olweus.org/public/bullying_laws.page Bystanders: http://www.eyesonbullying.org/bystander.html Child Abuse and Alcohol Abuse: http://wch.uhs.wisc.edu/13-Eval/Tools/PDFDocuments/Alcohol%20and%20Child%20abuse.pdf Child Abuse: http://www.ianrpubs.unl.edu/live/g1309/build/g1309.pdf Columbine High School Massacre Timeline: http://vanessawest.tripod.com/columbine-4.html Columbine Shooting, The Final Report 1/5: http://www.youtube.com/watch?v=0Vh_Cq7h_gI&feature=related Columbine Shooting, The Final Report 2/5: http://www.youtube.com/watch?v=5R80uTxQg6c Columbine Shooting, The Final Report 3/5: http://www.youtube.com/watch?v=0vlIhMR8e8o Columbine Shooting, The Final Report 4/5: http://www.youtube.com/watch?v=NcBwuyuz_-o Columbine Shooting, The Final Report 5/5: http://www.youtube.com/watch?v=H9JMM0a88VI Crime Prevention and Bullying: http://www.jfox.neu.edu/Documents/BullyingReport.pdf Crimes Against Children Research Center: http://www.unh.edu/ccrc/physicalabuse/ Cyber Bullying and Stalking: http://www.emich.edu/ia/pdf/research/danielle%20gomez.pdf Cyber Security Awareness: http://www.staysafeonline.org/
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Cyberbullying Information: http://cyberbullying.us/index.php Cyberbullying Legislation and Policies: http://csriu.org/cyberbully/docs/cblegislation.pdf Cyberbullying, Cyberstalking & Cyber Harassment Laws by State: http://www.ncsl.org/default.aspx?tabid=13495 Cyberstalking: http://www.ncvc.org/ncvc/main.aspx?dbName=DocumentViewer&DocumentID= 32458#3 Dark Psychology: http://www.scribd.com/doc/66771723/Dark-Psychology Developmental Milestones: http://www.med.umich.edu/yourchild/topics/devmile.htm Digital Citizenship: http://www.digitalcitizenship.net/ Dylan Klebold's Journal Entries: http://www.acolumbinesite.com/dylan/jindex.html Educators Guide to Cyberbullying: http://csriu.org/cyberbully/docs/cbcteducator.pdf Eric Harris' Journal Entries: http://acolumbinesite.com/eric/writing/journal.html Evolution of Digital Technology: http://mitpress.mit.edu/books/bryuh/04.david.pdf Gay and Lesbian Bullying Prevention: http://adcouncil.org/Our-Work/CurrentWork/Safety/Gay-and-Lesbian-Bullying-Prevention History Day 2011 Documentary - Columbine High School Massacre: http://www.youtube.com/watch?v=zomme79LsXw&feature=related Internet Growth Statistics: http://www.internetworldstats.com/emarketing.htm Internet Safety and Help: http://www.wiredsafety.org/ iPredator: http://www.scribd.com/doc/61097432/iPredator Law & Cyberbullying: http://cyber.laws.com/cyber-bullying-statistics Laws Against Cyberbullying: http://www.socialsafety.org/law_enforcement_cyberbullying.html Medline Plus: http://www.nlm.nih.gov/medlineplus/bullying.html Narcissistic Personality Disorder: http://www.mayoclinic.com/health/narcissisticpersonality-disorder/DS00652 National Anti-Bullying Legislation by State: http://www.safewave.org/index.php?option=com_content&task=view&id=333&Ite mid=332 National Bullying Prevention: http://www.pacer.org/bullying/nbpm/ National Crime Prevention Kit: Crime Prevention Month Kit 2011-2012: Young, Savvy & Safe National Crime Prevention: http://www.ncpc.org/ Netiquette: http://www.studygs.net/netiquette.htm PACER Center: http://www.pacer.org/bullying/nbpm/ Phenomenology: http://plato.stanford.edu/entries/phenomenology/
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Profiles of Eric Harris and Dylan Kleobald: http://www1.csbsju.edu/uspp/Research/Index-Criminal.html Psychiatric Illness and Bullying: http://deepblue.lib.umich.edu/bitstream/2027.42/78043/1/65.pdf Reality Virtuality Continuum: http://en.wikipedia.org/wiki/Reality%E2%80%93virtuality_continuum Risk Factors of Bullying: http://bullying.unl.edu/presenters/white_house_conference_report.pdf Rudolf Dreikurs: http://en.wikipedia.org/wiki/Rudolf_Dreikurs Sexting: http://www.unh.edu/ccrc/pdf/NJOV3%20Sexting%20Study%20Methodology%20 Report%20Final%20Sept%202011%20with%20appendices.pdf Social and Emotional Learning and Bullying Prevention: https://gse.buffalo.edu/gsefiles/documents/alberti/2009_bullyingbrief.pdf Sociopath: http://www.mcafee.cc/Bin/sb.html State Anti-Bullying Laws: http://www.bullypolice.org/ Stop Cyberbullying: http://www.stopcyberbullying.org/index2.html Subjective Consciousness: http://en.wikipedia.org/wiki/Subjective_consciousness Trojan Horses, Worms and Viruses: http://www.webopedia.com/DidYouKnow/Internet/2004/virus.asp Twitter Bullying: http://users.soe.ucsc.edu/~shreyask/ism245-ppt.pdf Virtual Environment: http://www.virtualenvironments.info/ Virtual Reality: http://www.bilawchuk.com/mark/ Virtual World: http://en.wikipedia.org/wiki/Virtual_world
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Cyber Bullying, Cyberstalking & Cyber Harassment Laws by State

http://www.socialsafety.org/law_enforcement_cyberbullying.html http://www.ncsl.org/default.aspx?tabid=13495 http://www.olweus.org/public/bullying_laws.page http://www.bullypolice.org/
Statewide school bullying laws and policies in the United States, especially as they pertain to sexual orientation and gender identity Law prohibits bullying of students based on sexual orientation and gender identity Law prohibits bullying of students based on sexual orientation School regulation or ethical code for teachers that address bullying of students based on sexual orientation Law prohibits bullying in school but lists no categories of protection No statewide law that specifically prohibits bullying in schools
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Dr. Michael Nuccitelli

Dr. Michael Nuccitelli is a New York State licensed psychologist and certified forensic consultant. He completed his doctoral degree in clinical psychology in 1994 from the Adler School of Professional Psychology in Chicago, Illinois. In 1997, Dr. Nuccitelli became a licensed psychologist in New York State (License # 013009.) In 2006, he received the Certified Forensic Consultant designation from the American College of Forensic Examiners (Identification # 103110.) In September 2011, Dr. Nuccitelli established iPredator Inc. offering the private & public sectors educational and advisory services regarding internet predators, cybercrime & digital forensic psychology. Over the last 25 years, Dr. Nuccitelli has worked in the mental health field in a variety of capacities with various clinical populations. Concurrent with his employment in mental health, Dr. Nuccitelli was a practicing psychologist for 10 years and worked in the field of forensic psychology conducting evaluations and consultation for attorneys and court systems. Dr. Nuccitelli has extensive career and academic experiences. His areas of expertise include forensic psychology, criminal psychology, theoretical criminology, digital/computer forensic psychology, human sexuality, psychiatric illness, psychological issues and developmental psychology. He is an avid follower of national & criminal news and enjoys educating the public by interacting with the media. Dr. Nuccitelli continues to investigate and expand his construct he has designed and trademarked called iPredator. He presently consults with the American College of Forensic Examiners to become the resource and hub for Americans seeking information on digital/computer forensics, internet predators, cyber security and training programs for the professional sector and law enforcement. Michael Nuccitelli Psy.D., C.F.C. NYS Licensed Psychologist Email: drnucc@hotmail.com Blog: www.DarkPsychology.co Scribd: www.scribd.com/ipredator Facebook: The iPredator

Cyber Bully & Cyber Bullying: The Child Ipredator

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Cyber Bully & Cyber Bullying: The Child Ipredator

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Cyber Bully: The Child iPredator

Children Using Man Made Communication Technology As Weapons

Michael Nuccitelli Psy.D., C.F.C. NYS Licensed Psychologist iPredator Inc.

Cyber Bullying, Dark Psychology & iPredator

(R.I.P. Steve Jobs, Apple 1955-2011)

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Cyber Bullying and Academic Impact

Cyber Bullying, iPredator & Cyberstealth

2011 Cyber Bullying Tactics

Reality Virtuality Continuum & Childhood

Signs of Cyber Bullying

Signs Suggesting Cyber Bullying

Recommendations for Parents

"The neurotic is nailed to the cross of his fiction." Alfred Adler

Cyber Bullying Trumps Classic Bullying

Cyber Bully Prevention Strategies

Cyber Bullying Statistics

Bullying/Cyber Bullying Facts & Fatalities

Cyber Bullying by Proxy

Cyber Bully Motivations Quick List

Types of Cyber Bully

Cyber Bullying, Cyberstalking & Cyber Harassment Laws by State

Dr. Michael Nuccitelli

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