COMMENTS:
Cyber Bullying
What is it and why
should we be concerned?
Susan P. Limber, Ph.D.
Robin M. Kowalski, Ph.D.
Patricia W. Agatston, Ph.D.
hazelden.org/cyberbullying
© 2008 by Hazelden Foundation
CYBER BULLYING HURTS
SLIDE 1 NOTES:
COMMENTS:
Internet use
In 2005 in the United States,
• 79% of people used the Internet
(compared to 67% in 2000).
• each person spent an average of
13.3 hours online per week
(up from 9 hours in 2000).
Center for the Digital Future
CYBER BULLYING HURTS
SLIDE 2 NOTES:
Internet use among people in the United States has increased significantly
in recent years. According to a 2005 report from the Center for the Digital
Future, in the United States,
• 79% of people used the Internet that year (up from 67% in 2000).
• Each person spent an average of 13.3 hours per week
(up from 9 hours in 2000).
Center for the Digital Future at the USC Annenberg School, 2005. The 2005 digital future report.
Available at www.digitalcenter.org.
COMMENTS:
Adolescents and the Internet
• 87% of adolescents (21 million) spend time
online and more than 50% do so daily.
• 75% use instant messaging (50% do so daily).
• 45% have their own cell phones.
• 33% communicate via text messaging.
The Pew Internet and American Life Project 2005
CYBER BULLYING HURTS
SLIDE 3 NOTES:
Use of the Internet by children and youth is extensive. According to the
Pew Internet and American Life Project, in 2005,
• 87% of adolescents (corresponding to 21 million adolescents ages 12 to 17)
spend time online, and more than 50% do so daily.
• 75% of adolescents use instant messaging or IMing (50% do so daily).
• 45% have their own cell phones.
• 33% communicate via text messaging.
These percentages have likely increased since this 2005 survey.
Lenhart, A., M. Madden, and P. Hitlin. 2005. Teens and technology: Youth are leading the transition
to a fully wired and mobile nation. Accessed July 27, 2005, at www.pewinternet.org.
COMMENTS:
Use of social-networking sites
• 55% of all American youth use online
social-networking sites and 55% of
these have created their own profiles.
• For girls, social-networking sites are
primarily places to reinforce existing
friendships.
• For boys, the networks also provide
opportunities for flirting and making
new friends.
Pew Internet Project 2007
CYBER BULLYING HURTS
SLIDE 4 NOTES:
A more recent Pew Internet Project found that youth are increasingly
interacting with social-networking sites.
In this 2007 survey, more than half of all 12- to 17-year-olds used a socialnetworking site. The good news is that for the most part teens are interacting
with their friends on these sites. However, boys are more likely to reach
outside their known friendship circles to flirt and make new friends.
Lenhart, A., and M. Madden. 2007. Social networking websites and teens: An overview.
Accessed January 7, 2007, at www.pewinternet.org.
COMMENTS:
What is bullying behavior?
“
A person is bullied when he or
she is exposed, repeatedly and
over time, to negative actions
on the part of one or more other
persons, and he or she has difficulty
defending himself or herself.
”
Olweus et al. 2007
CYBER BULLYING HURTS
SLIDE 5 NOTES:
As technology increasingly becomes a primary way that young people
socialize, bullying behavior has increased through various means of
technology. To talk about cyber bullying, it is helpful to have a definition of
traditional bullying.
According to Dr. Dan Olweus (pronounced Ol-VAY-us), the psychologist who
developed the Olweus Bullying Prevention Program, bullying behavior involves
three elements. It is intentionally aggressive behavior. It is repetitive in nature.
And it involves an imbalance of power that makes it hard for the other person
to defend himself or herself.
A power imbalance may occur when a student is older, larger, stronger,
more popular, or higher in socioeconomic status. There also is power in
numbers. Bullying behavior can be direct (for example, calling people names
or engaging in physical bullying) or it can be indirect (for example, rumorspreading, exclusion, or friendship manipulation).
Olweus, D., S. P. Limber, V. C. Flerx, N. Mullin, J. Riese, and M. Snyder. 2007. Olweus bullying
prevention program: Schoolwide guide. Center City, MN: Hazelden Publishing.
COMMENTS:
What is cyber bullying?
“
”
Bullying through email,
instant messaging, in a
chat room, on a Web site, or
through digital messages or
images sent to a cell phone.
Kowalski, Limber, and Agatston 2008
CYBER BULLYING HURTS
SLIDE 6 NOTES:
Cyber bullying uses technology as a weapon to bully others through email,
through instant messaging, on Web sites, or through text messages or images
sent to a cell phone. Like traditional forms of bullying, cyber bullying is
intentionally negative or aggressive behavior.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying: Bullying in the digital age.
Malden, MA: Blackwell Publishing.
COMMENTS:
Traditional bullying
versus cyber bullying
3 similiar characteristics:
• Aggressiveness
• Power imbalance
• Repetitiveness
but…
Kowalski, Limber, and Agatston 2008
CYBER BULLYING HURTS
SLIDE 7 NOTES:
Cyber bullying shares the three general characteristics of more traditional
forms of bullying: aggression, repetition, and power imbalance. It is easy to be
repetitive with cyber bullying by forwarding mean messages to multiple
individuals and posting messages or photos on Web sites for hundreds of
classmates to view. A person willing to abuse technology can easily wield great
power over his or her target just by the ability to reach a large audience, and
often by hiding his or her identity.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying: Bullying in the digital age.
Malden, MA: Blackwell Publishing.
COMMENTS:
Traditional bullying
versus cyber bullying
5 different characteristics:
• Anonymity
• Accessibility
• Punitive fears
• Bystanders
• Disinhibition
CYBER BULLYING HURTS
SLIDE 8 NOTES:
Cyber bullying has some rather unique characteristics that are different from traditional bullying:
Anonymity: As bad as the “thug” in the school yard may be, at least he or she is a known entity. He or she can be
readily identified and potentially avoided. On the other hand, the student who cyber bullies is often anonymous. The
student who is targeted is left wondering who the cyber “bully” is, which can cause a good deal of stress.
Accessibility: Most students who use traditional ways of bullying terrorize their victims at school, on the school bus, or
walking to and from school. Although bullying also may happen elsewhere in the community, there usually is a standard
period of time during which children who bully in traditional ways have access to the students they bully. Students who
cyber bully can wreak havoc any time of the day or night.
Punitive Fears: Students who are cyber bullied often do not report it because of (1) fear of retribution from their
tormentors and (2) fear that their computer or phone privileges will be taken away. Often, adults respond to cyber
bullying by removing the technology from the student who is being cyber bullied—which in the student’s eyes can be
seen as punishment.
Bystanders: Most traditional bullying episodes occur in the presence of other people who assume the role of bystanders
or witnesses. Being a bystander in the cyber world may be different from witnessing bullying firsthand.
The Phenomenon of Disinhibition: Finally, we know that the anonymity afforded by the Internet can lead students
to engage in behaviors they might not do face to face. This phenomenon is known as disinhibition. Ironically, it is their
very anonymity that allows some individuals to bully at all. Children and youth who are smaller and physically weaker
than many of their peers could never bully others at school for the simple reason that they would be outsized. Yet, with
electronic communications, they can hide behind an assumed identity and wreak havoc.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying: Bullying in the digital age. Malden, MA: Blackwell Publishing.
COMMENTS:
Common forms
of cyber bullying
• Harassment
• Denigration
• Flaming
• Impersonation
• Outing and trickery
• Cyber stalking
CYBER BULLYING HURTS
SLIDE 9 NOTES:
Cyber bullying can take many forms. We’ll describe and discuss some common
forms of cyber bullying, using terms in the field. Among these common forms
of cyber bullying are harassment, denigration, flaming, impersonation, outing
and trickery, and cyber stalking.
COMMENTS:
Harassment
• Repeatedly sending
offensive, rude,
and insulting messages
CYBER BULLYING HURTS
SLIDE 10 NOTES:
In the cyber world, harassment involves repeatedly targeting an individual
with mean or nasty messages.
Examples:
• Every time a student logs on to his or her instant messaging account he or
she receives mean messages.
• A student is sent negative messages or comments on his or her MySpace or
Facebook pages.
Even if harassment occurs off campus, it may affect a student’s school day.
Example: A freshman boy thinks things are going okay at school. He’s found a
place to sit at lunch and tries to socialize with the students at that table. When
he goes home, he finds comments on his MySpace page that say, “We don’t
want you sitting at our table at lunch.” Now he is upset and unsure of what to
do at lunch time.
Important note: This common cyberspace definition of harassment is not the
same as and should not be confused with legal definitions of harassment.
COMMENTS:
Denigration
• Distributing information about
another that is derogatory
and untrue
• Posting the information
on a Web page or sending it
to others via email or instant
messaging
• Posting or sending digitally
altered photos of someone
CYBER BULLYING HURTS
SLIDE 11 NOTES:
Many young people are targeted by gossip, lies, and derogatory information
posted online.
Example: An Atlanta teen shared the following story with the local news
media: Someone created a fake MySpace profile about her called Kathryn
Hoganslut. The site included sexual gossip and lies that embarrassed her and
made her not want to attend school. A week passed before she confided in
her mother about the situation.
COMMENTS:
Flaming
• Online “fighting”
using electronic
messages with angry,
vulgar language
CYBER BULLYING HURTS
SLIDE 12 NOTES:
Flaming involves sending or posting angry messages that include vulgar
language. Some online users identify themselves as “flamers” because they
like to attack others online.
COMMENTS:
Impersonation
• Breaking into an
email account and
sending vicious or
embarrassing material
to others
CYBER BULLYING HURTS
SLIDE 13 NOTES:
If someone knows a student’s screen name, profile name, or user name, and
password, the person can impersonate the student online. He or she can alter
the student’s MySpace profile and then change the password so the student
can’t get back in. Then posing as the student, he or she can send embarrassing
or humiliating messages to others.
COMMENTS:
Outing and trickery
• Sharing someone’s secrets or
embarrassing information
• Tricking someone into revealing
secrets or embarrassing
information and forwarding
the information to others
CYBER BULLYING HURTS
SLIDE 14 NOTES:
This form of cyber bullying involves sharing someone’s personal information
that he or she would not want shared with others through the use of emails,
instant messages, or even videos.
Example: A girl confided her secret of being sexually abused with a supposed
friend, only to find it shared online with all her peers.
COMMENTS:
Cyber stalking
• Repeatedly sending messages
that include threats of harm or
are highly intimidating
• Engaging in other online activities
that make a person afraid for his
or her safety
CYBER BULLYING HURTS
SLIDE 15 NOTES:
Sometimes the cyber bullying messages even include threats of harm and
cause someone to fear for his or her safety. This is cyber stalking and, based
on the content of the message, may be illegal. The police should be contacted
when cyber bullying includes threats of physical harm or violence.
COMMENTS:
How prevalent is cyber bullying?
A survey of 3,767 middle school students showed
• 18% had been cyber bullied
at least once in the last 2 months
(girls twice as many times as boys).
• 11% had cyber bullied others at least once
(girls somewhat more than boys).
Kowalski and Limber 2007
CYBER BULLYING HURTS
SLIDE 16 NOTES:
How prevalent is cyber bullying? In a study conducted among 6th through
8th graders in the United States, Kowalski and Limber found that
• 18% had been cyber bullied at least once in the previous 2 months and
6% had been cyber bullied 2 to 3 times a month or more often.
• 11% had cyber bullied others at least once in the previous 2 months and
2% had cyber bullied others 2 to 3 times a month or more often.
• Girls were more than twice as likely as boys to have been cyber bullied at
least once — 25% of girls versus 11% of boys were cyber bullied.
• Girls were slightly more likely to have cyber bullied others at least once —
13% of girls versus 9% of boys cyber bullied someone else.
Kowalski, R. M., and S. P. Limber. 2007. Electronic bullying among middle school students.
Journal of Adolescent Health 41:S22–S30.
COMMENTS:
What forms of cyber bullying
most commonly occur?
Of those who had been cyber bullied,
• 68% said they were teased in a hurtful way.
• 53% said someone told lies
and/or spread rumors about them.
•
35% said someone used their username
to pick on others.
Kowalski and Limber 2007
CYBER BULLYING HURTS
SLIDE 17 NOTES:
Middle school students who were bullied were asked to describe the incident.
In the survey, they could provide more than one answer. Cyber bullying
commonly involved being teased in a hurtful way and having someone spread
lies or rumors about them. More than one-third said someone used their
usernames to pick on others.
There is no one-size-fits-all model when it comes to traditional bullying or
cyber bullying. Students, parents, guardians, and educators need to be aware
of all the different forms that cyber bullying can take so they can recognize it
when it does occur.
Kowalski, R. M., and S. P. Limber. 2007. Electronic bullying among middle school students.
Journal of Adolescent Health 41:S22–S30.
COMMENTS:
Methods of
cyber bully victimization
70
60
IM
Chat room
Web site
email
Text msg
Another way
50
40
30
20
10
0
Percentage of students who had been cyber bullied
Kowalski and Limber 2007
CYBER BULLYING HURTS
SLIDE 18 NOTES:
The most common method of cyber bullying among middle school youth was
instant messaging, followed by bullying in a chat room, on a Web site,
and through email.
Kowalski, R. M., and S. P. Limber. 2007. Electronic bullying among middle school students.
Journal of Adolescent Health 41:S22–S30.
COMMENTS:
Identity of a student
who cyber bullies
CYBER BULLYING HURTS
SLIDE 19 NOTES:
Middle school youth were also asked about the identity of the individual
who cyber bullied them. Of particular note here are two answers the
students commonly gave:
• They were bullied by another student from school—bullied by
a classmate though not necessarily bullied at school.
• Almost 50% didn’t know who bullied them.
COMMENTS:
Bully/victims
and cyber bullying
Traditional Bullying Status Cyber Victim
Cyber Bully
Victim
23%
9%
Bully
19%
20%
Bully/Victim
36%
23%
Neither
9%
5%
Kowalski, Limber, and Agatston 2008
CYBER BULLYING HURTS
SLIDE 20 NOTES:
Research has consistently shown members of the bully/victim group to have
more psychological difficulties than members of the bully or the victim groups.
Therefore, it is not all that surprising that bully/victim group members are
the individuals most likely to be involved in cyber bullying as both victims and
perpetrators. Traditional bully/victims were the most likely of 4 groups to have
been cyber bullied (36%) and to cyber bully others (23%).
Compare that with these statistics:
• Among traditional victims, 23% had been cyber bullied
and 9% had cyber bullied others.
• Among traditional bullies, 19% had been cyber bullied
and 20% had cyber bullied others.
• Among students not involved in traditional bullying, 9% had been
cyber bullied and 5% had cyber bullied others.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying: Bullying in the digital age.
Malden, MA: Blackwell Publishing.
COMMENTS:
Why should educators
be concerned about
cyber bullying?
CYBER BULLYING HURTS
SLIDE 21 NOTES:
COMMENTS:
Effects: Self-esteem
and cyber bully group
4
3.5
3
2.5
Self-esteem level
2
1.5
1
0.5
0
Victim
Bully
Bully/Victim
Not Involved
Kowalski et al. 2007
CYBER BULLYING HURTS
SLIDE 22 NOTES:
Kowalski and Limber examined possible effects of cyber bullying on middle
school youth by assessing self-esteem, anxiety, depression, and grades of
students in the various cyber bully groups.
Using a 4-point scale to measure self-esteem, they found that, as with
traditional bullying, individuals who are both cyber bully victims and
perpetrators had significantly lower self-esteem than members of the other
three groups. Not surprisingly, individuals not involved in cyber bullying had
the highest levels of self-esteem.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2007. Cyber Bullying. Workshop presented at the
Annual Meeting of the International Bullying Prevention Association, Fort Lauderdale, FL.
COMMENTS:
Effects: School absences
and cyber bully group
12
10
8
Number of
absences
6
4
2
0
Victim
Bully
Bully/Victim
Not Involved
Kowalski et al. 2007
CYBER BULLYING HURTS
SLIDE 23 NOTES:
Middle school students in the cyber bully/victim group had a significantly
higher number of school absences than students in the other three groups,
particularly compared to students who were cyber bullying and those not
involved in cyber bullying at all.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2007. Cyber Bullying. Workshop presented at the
Annual Meeting of the International Bullying Prevention Association, Fort Lauderdale, FL.
COMMENTS:
Effects: Anxiety
by cyber bully group
60
50
40
Score on
Beck Youth
Anxiety
Inventory
30
Boy
Girl
20
10
0
Victim
Bully
Bully/Victim
Not Involved
Kowalski et al. 2007
CYBER BULLYING HURTS
SLIDE 24 NOTES:
The effects of cyber bullying on anxiety, as measured by the Beck Youth
Anxiety Inventory, varied not only with the particular cyber bully group but
also with the individual’s gender. Boys in the bully/victim group showed
elevated scores on anxiety relative to students in any of the other conditions
and relative to girls in the bully/victim group.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2007. Cyber Bullying. Workshop presented at the
Annual Meeting of the International Bullying Prevention Association. Fort Lauderdale, FL.
COMMENTS:
Effects: Depression
by cyber bully group
50
45
40
35
Score on
Beck Youth
Depression
Inventory
30
Boy
Girl
25
20
15
10
5
0
Victim
Bully
Bully/Victim
Not Involved
Kowalski et al. 2007
CYBER BULLYING HURTS
SLIDE 25 NOTES:
Similar to the pattern of results observed with anxiety, compared to children
in the other groups, boys in the bully/victim group showed elevated scores
on depression, as measured by the Beck Youth Depression Inventory. With
the exception of the group of those not involved, boys consistently scored
significantly lower in depression than girls. However, boys in the bully/victim
group showed just the reverse pattern.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2007. Cyber Bullying. Workshop presented at the
Annual Meeting of the International Bullying Prevention Association, Fort Lauderdale, FL.
COMMENTS:
Reactions of victims
of cyber bullying
40
35
30
Didn't do anything
Told on them
Asked person to stop
Cyber bullied back
Made fun of bully to others
Saved evidence
Blocked the person who bullied
25
Percentage
of survey
respondents
20
15
10
5
0
In reaction to being cyber bullied, I…
Kowalski et al. 2007
CYBER BULLYING HURTS
SLIDE 26 NOTES:
In their survey of 3,767 6th through 8th graders, Kowalski and Limber also
asked students how they reacted to cyber bullying. This graph highlights some
important points about how young people respond to being cyber bullied:
1. There is considerable variability in how they respond.
2. The single most common response is to do nothing. Although in some rare
instances, a nonresponse might suffice, typically some type of action is
recommended—at minimum, telling someone else about the cyber bullying
that is occurring.
3. In addition to the responses shown, 11 middle school students indicated
they responded in some other way.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2007. Cyber Bullying. Workshop presented at the
Annual Meeting of the International Bullying Prevention Association, Fort Lauderdale, FL.
COMMENTS:
How it starts
Many altercations at school begin with incidents
that happen outside the school day, such as
• comments on social-networking sites.
• text messages.
• instant messages and emails.
CYBER BULLYING HURTS
SLIDE 27 NOTES:
It’s important to note that both fighting and cyber bullying behavior may
begin outside of the school day through technologies used at home. However,
these incidents may carry over into the school day and cause disruption in the
learning environment.
COMMENTS:
School safety issue
“
Youth who reported being
targeted by Internet harassment
were 8 times more likely
than all other youth to report
carrying a weapon to school in
the past 30 days.
”
Ybarra et al. 2007
CYBER BULLYING HURTS
SLIDE 28 NOTES:
Such incidents have become a school safety issue. Many high-profile cases
of cyber bullying have been covered in the media. Several of these students,
including Ryan Halligan, Megan Meier, and Katie Neblett, took their lives after
being cyber bullied.
In addition, research by Ybarra and colleagues published in the December
2007 Journal of Adolescent Health found that students who were harassed
over the Internet were 8 times more likely than all other students to bring a
weapon to school in the previous 30 days. This was a cross-sectional online
survey of 1,588 youth ages 10 to 15.
Ybarra, M., M. Diener-West, and P. Leaf. 2007. Examination of the overlap in harassment and school
bullying: Implications for school intervention. Journal of Adolescent Health 41:S42–S50.
COMMENTS:
Warning signs
A student may be experiencing cyber bullying if he or she
• appears sad, moody, or anxious.
• avoids school.
• withdraws from or shows a lack of interest
in social activities.
•
experiences a drop in grades or decline
in academic performance.
• appears upset after using the computer or being online.
• appears upset after viewing a text message.
Kowalski, Limber, and Agatston 2008
CYBER BULLYING HURTS
SLIDE 29 NOTES:
If a student shows any of these warning signs, it is important to talk with
him or her and encourage the parent or guardian to investigate the student’s
online presence to determine whether cyber bullying is occurring.
Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying: Bullying in the digital age.
New York: Blackwell Publishing.
COMMENTS:
How can schools
prevent cyber bullying?
CYBER BULLYING HURTS
SLIDE 30 NOTES:
Now that we recognize that cyber bullying is a growing problem that affects
youth and the school environment in a variety of ways, we need to focus on
strategies that will help prevent cyber bullying behavior among our youth.
COMMENTS:
What school districts need
• an effective bullying policy that
specifically prohibits cyber bullying
• an acceptable use of technology
policy that specifically prohibits
cyber bullying
• implementation of a research-based
bullying prevention program to
teach lessons about cyber bullying
School districts need an effective
bullying policy, as well as an
acceptable use of technology polic
that specifically prohibits
cyber bullying.
CYBER BULLYING HURTS
SLIDE 31 NOTES:
Schools need to have bullying policies and acceptable use of technology
policies that include information about cyber bullying, such as the definition
of cyber bullying and the consequences for engaging in cyber bullying
behavior at school.
The best practices in bullying prevention include implementing schoolwide
research-based programs that address bullying behavior in a comprehensive
manner. Bullying prevention programs should include lessons on cyber bullying.
For more information, see Kowalski, R. M., S. P. Limber, and P. W. Agatston. 2008. Cyber bullying:
Bullying in the digital age. New York: Blackwell Publishing.
COMMENTS:
Resources from
Hazelden Publishing
Olweus Bullying Prevention Program
• Teacher Guide, DVD, and CD-ROM
• Schoolwide Guide, DVD, and CD-ROM
Cyber Bullying: A Prevention Curriculum for Grades 6 –12
Coming soon:
Cyber Bullying: A Prevention Curriculum for Grades 3–5
CYBER BULLYING HURTS
SLIDE 32 NOTES:
The Olweus (pronounced Ol-VAY-us) Bullying Prevention Program is a
research-based program published through Hazelden. Hazelden also publishes
the cyber bullying curriculum that we will be implementing at our school.
COMMENTS:
The Cyber Bullying curriculum
is designed to
• educate students about bullying and cyber bullying.
• prevent cyber bullying through activities and
discussions about appropriate online etiquette,
empathy, and ethics.
• empower bystanders to prevent or intervene
in cyber bullying situations.
• encourage parent/guardian and child communication.
CYBER BULLYING HURTS
SLIDE 33 NOTES:
COMMENTS:
Prior to implementing
the curriculum
• Develop a bullying report form or system
that includes a method for reporting
cyber bullying.
• Share information with parents and
guardians about cyber bullying.
CYBER BULLYING HURTS
SLIDE 34 NOTES:
Prior to raising students’ awareness of cyber bullying, it is important to have
a reporting method in place that students can use to alert trusted adults to
incidents of cyber bullying behavior. Parents and guardians need to be our
partners in our effort to address cyber bullying, so it is important that we
educate them on this topic. This curriculum includes take-home homework
assignments and handouts for parents and guardians to help reinforce
prevention messages about cyber bullying.
COMMENTS:
Implications for educators,
families, and community
organizations
Educate students, teachers, parents, and guardians.
Empower targeted students and bystanders.
Support targeted students and their families.
CYBER BULLYING HURTS
SLIDE 35 NOTES:
Through the combined efforts of educating our community and empowering
bystanders, we can reduce cyber bullying behaviors. We can also provide
support to students and family members who may be affected by cyber
bullying behavior.
COMMENTS:
Cyber bullying
is a school climate issue!
Find more resources at
www.cyberbullyhelp.com
www.stopbullyingnow.hrsa.gov
CYBER BULLYING HURTS
SLIDE 36 NOTES:
Cyberbullyhelp.com is the Web site created by the authors of this curriculum
and Cyber Bullying: Bullying in the Digital Age.
The Stop Bullying Now site is the home of the Department of Health and
Human Services’ bullying prevention campaign. The Web site provides helpful
information about all forms of bullying, great tip sheets, cartoon “webisodes”
for students, and free posters and materials.