RUNNING HEAD: PREVENTING CYBERBULLYING 1

Preventing Cyberbullying: A Digital Tool for Educators to Help Prevent Cyberbullying

Jennifer Dean

Grand Canyon University: TEC-5300

April 5th, 2017

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Introduction

Cyberbullying is an extreme issue that most people deal with in some capacity within their lives.

Whether a student is being bullied, is the one bullying another student or is simply a bystander,

each person plays a role in the cyberbully world. As a result, it is important that educators

understand what cyberbullying is, how to prevent it, how to get students and parents involved

and what resources are

available to help them deal with

this major issue. For the

purpose of this assignment, I

have created a Thinglink to use

as a digital sheet with multiple

resources for educators to refer

to.

Prevention of Cyberbullying Thinglink

Cyberbullying Opener

Chisholm (2015) explains that cyberbullying is one of the biggest diseases of the 21st century.

Although it may not be considered a physical ailment, it is something that is constantly occurring

in the 21st century and leading to many terrible tragedies. It has almost become common to hear

about a student attempting or committing suicide over cyberbullying. In an age where students

have an amazingly wide access to the internet and technology to create, collaborate and
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accomplish things they never could have accomplished before, some students are choosing to

bully others using the internet/technology instead. According to a video by Common Sense

Media, a third of 10-18 year olds say they have been cyberbullied. Therefore, there is no doubt

that cyberbullying is a major issue, but what do we do about it?

Addressing Cyberbullying in the Classroom

One of the ISTE Standards for students is digital citizenship. Under the digital citizenship

standards, students are expected to engage in positive, safe, legal and ethical behavior when

using technology, including social interactions online or when using networked devices. As a

result, in order for educators to ensure students are truly digital citizens, cyberbullying must be

addressed. Using digital tools to hurt others is not being positive, safe or ethical. In addition to

digital citizenship, students are also expected to be global collaborators. This means that students

are communicating with people from all over the world using a variety of digital tools in a safe

and ethical way. Cyberbullying is the opposite of everything the ISTE standards stand for in

helping students become amazing digital citizens and innovators.

In addition to the ISTE standards for students, the ISTE standards for teachers also addresses the

issue of cyberbullying. Teachers need to provide their students with a safe digital platform that

allows them to become digital citizens. In order to truly prepare them, we need to teach them

what to do when cyberbullying occurs. We also need to teach them how to stop cyberbullying

and encourage others to be digital citizens.

Students Role in the Prevention of Cyberbullying

Students need to play a major role in the prevention of cyberbullying. As this article's title

explains, cyberbullying is mostly about the students. Students are either being bullied, seeing
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others get bullied or being the bullies themselves. In addition, Pelfrey & Weber (2015) explain

that intervention and prevention is much more successful if there is a holistic approach that

includes efforts from students, schools staff, school administrators, parents, law enforcement,

and community members. Therefore, in order to truly prevent cyberbullying, we must get the

students involved in the process of the prevention. Cross, Lester, Barnes, Cardoso & Hadwen

(2015) explain that there are many different prevention programs and/or curriculums in place to

help prevent cyberbullying but most lack the authentic engagement of young people in their

design (p.37) Without the authentic engagement, cyberbullying is not really going to stop.

Cross, Lester, Barnes, Cardoso & Hadwen (2015) state that Moreover, fostering student

ownership of school policies and practices increases the likelihood they will advocate for and

comply with these procedures (p.37). Basically, it means that students most likely will not take

the prevention of cyberbullying seriously or really understand the vital role they play in

preventing cyberbullying unless we actually give them the responsibility. The article link can be

found with the Thinglink for further information on the importance of students participation in

the prevention of cyberbullying.

What are some specific things students can do? First of all, students should be part of the

prevention plan. Some schools have student helpers monitor situations. For example, Chisholm

(2014) explains that Isabella Griffin, at nine years of age presented her idea, Be a Buddy, not a

Bully to the principal of her school and it was adopted by the Alamosa school district in

Colorado. Students sign a pledged against bullying and receive a bracelet which allows them to

intervene to stop bullying . Other schools have students use technology in a positive way to

prevent cyberbullying. For example, doing a quick YouTube search, one can find numerous
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videos created by students at different schools, of various ages, using technology to create

anti-cyberbullying videos, prevention tips and more. Students could also lead a support group.

One of the most important things students can do is motivate each other to be kind and respectful

to all people. Check out some video examples under the stop bullying section of the Thinglink

to see what students are doing to prevent cyberbullying and create some of your very own ideas.

Cyberbullying Prevention Plans

With cyberbullying being such a hot topic issue, there have been many different legislations

passed, educational campaigns had and intervention plans designed, to help prevent and fix this

issue that is hurting so many children in our world. What are some of the benefits of a prevention

plan? Pelfrey & Weber (2015) explain that intervention and prevention programs are very

successful, but only when students, staff, parents and the community as a whole play an active

role in the prevention and intervention program. Pelfrey & Weber (2015) found that schools who

had a prevention plan in place that was a community plan saw less incidences with

cyberbullying. Another benefit is that students are accountable. Students cannot claim they did

not know they were cyberbullying, or they did not know they should be putting a stop to things

they see posted, because they are part of the plan and the plan is clearly in place.

It is obvious that prevention plans are essential and beneficial, but where does one even begin?

How does one create a prevention plan? Chisholm (2014) explains that many prevention

programs include empathy training and education in cyberbullying intervention programs

(p.83). Furthermore, Sathyavati, Selvi & Ramya (2016) explain that in addition to teaching

empathy, there must also be rules enforced to help prevent cyberbullying. One suggestion these

researchers make is that school districts that allow cellular phones on campus prepare for this
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potential by ensuring that cellular phone policies are enforced with consistent consequences for

students who use their phones during the school day (p.150). Therefore, there are many

different aspects of creating a prevention plan for cyberbullying. However, in order for a plan to

truly be successful, it must have student input. Stopbullying.gov summarizes how to develop a

prevention plan for cyberbullying. Stopbullying.gov explains that in order to develop a plan you

must (1) assess bullying in your school, (2) engage parents and youth, (3) create policies and

rules, (4) build a safe environment and (5) education students and staff.

Additional Resources

Website Resources

https://www.education.com/reference/article/school-based-cyberbullying-interventions/

http://community.ksde.org/Default.aspx?tabid=3902

https://www.commonsensemedia.org/educators/cyberbullying-toolkit

https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-s

chools-can-do/

http://www.teachinctrl.org/lessons/standupinctrl.php

https://www.thinglink.com/scene/906340798084153347
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References

Chisholm, J. F. (2014). Review of the Status of Cyberbullying and Cyberbullying Prevention.

Journal Of Information Systems Education, 25(1), 77-87.

Cross, D., Lester, L., Barnes, A., Cardoso, P., & Hadwen, K. (2015). If It's about Me, Why Do It

without Me? Genuine Student Engagement in School Cyberbullying Education. International

Journal Of Emotional Education, 7(1), 35-51.

PELFREY JR., W. V., & WEBER, N. L. (2015). Student and School Staff Strategies to Combat

Cyberbullying in an Urban Student Population. Preventing School Failure, 59(4), 227-236.

doi:10.1080/1045988X.2014.924087

Sathyavati, V., Selvi, K. T., & Ramya, R. (2016). AN EMPIRICAL STUDY ON

EFFECTIVENESS OF CYBER BULLYING PREVENTION STRATEGIES ON STUDENTS'

PERSPECTIVES. International Journal Of Advanced Research In Computer Science, 7(3),

147-151.