Stand Up to Bullying

Perched on the edge of the George Washington Bridge, 212 feet above the Hudson River, Tyler Clementi, a newly enrolled freshman at Rutgers University, peered into the abyss that had been his life - and jumped. Though he never self-identified as gay, his roommate, Dharun Ravi, believed him to be. Using his computer, Ravi videotaped a sexual encounter between Tyler and a male lover. He then posted it online, subjecting Tyler to public scrutiny. On that fateful night, September 22, 2010, Tyler jumped to his death, after posting on Facebook that he was sorry he would be committing suicide.



When Dharun Ravi was sentenced—to 30 days in prison—I was hoping to get relief from my obsession with the sad, sad case of the Rutgers freshman who spied on his roommate. But I am still haunted as I read the stories and then the comments, which bleed with hatred and vitriol. Hatred for Dharun. Hatred for Tyler. Hatred for the families. Every aspect of this case and how we are approaching this feels wrong, wrong, wrong.

I have no immediate knowledge of any of the parties involved. But I did know a teenager who committed suicide. Emily went to my high school and my college. Every time I read about Dharun and Tyler, I think about my last conversation with Emily. And every time I think about that conversation, I wish I could press the reset button and say the right things, instead of what were most certainly, the wrong things. I think regrets like this may be one of our collective obsessions with time travel, which plays such a big role in so many works of fiction and film, from Star Trek to Men in Black 3. If we could go back and change something in the past, would the future turn out differently?

Emily was not the victim of any hate crime (as far as I know). She was not bullied (as far as I know). Here’s what I do know. Her parents were Holocaust survivors. She was smart in a quiet, contemplative, not show-offy way. She one of the nicest people I ever knew. She sailed through our competitive high school, the Bronx High School of Science, without seeming to compete at all.

I didn’t know Emily before high school, and we didn’t hang out a lot together even then, but I have a few distinct memories. I remember riding the subway with her. I remember having lost or not being able to obtain a book I needed for social studies. She gave me hers and wouldn’t let me refuse or return it.

I remember talking to her about what we wanted to do when we were older. I wanted to be a writer—always, I said. She wanted to write, too—but more specifically to adapt classics or mythology at a level that people with mental challenges could read. She volunteered with people who were mentally challenged and it bothered her that they would give them childish books that didn’t inspire them. She wanted them to be able to read something wonderful and stimulating at a reading level they could process.

I was always a little humbled in her presence.

When we both got into the same college, I was excited about this new door that was about to open and asked her if she was, too. She said she wasn’t. I was puzzled. And when I looked into her eyes I couldn’t help thinking, She looks trapped. That was my big insight that flitted in my head and flitted away, not to return until after her death. She feels trapped because she can’t justify turning this down. It was an offer she couldn’t’ refuse. But if high school was competitive, this was going to be high school on steroids.

I didn’t see much of Emily at school. It was a big school and I spent a lot of time with my books and my own personal dramas. But this is what I remember. We were approaching finals and she reached out to ask me to join her for lunch in her house dining room (we belonged to different houses). She seemed stressed out about finals. She started telling me she was struggling. And I cut her off to complain about how heartless everyone was and no one cared about anyone and on and on and on. She got quiet and I eventually noticed and tapered off.

I got through my finals of course. I always did. I complained a lot (I always did), but they were fine as usual. Back in school in the fall, almost as an afterthought, I asked about Emily, thinking I would ask her to lunch this time. You haven’t heard? Heard what?, I asked. Emily went under her desk and wouldn’t come out for finals. She wouldn’t take them.They expelled her. Emily ended up in a mental facility. She came home on a weekend pass and she killed herself.
I was in a state of shock. Decades later, I still am.

In the immediate aftermath, my grief overwhelmed me. I tried to find out everything I could about her. This annoyed one girl who had grown up with her. You hardly even knew Emily, she said. Certainly not as well as I did. Which was true. Which also added to my guilt and my grief. Why didn’t I take the time to know her better? Why did I talk so much at that lunch? Why didn’t I listen? Maybe I could have picked up on something that was going so horribly wrong inside her. Maybe I could have shifted the trajectory. Maybe with the right words, or by alerting the right people I could have helped her avert tragedy.

One of the elements of Tyler’s story that pulls at my heart was that he had very few friends. When things hurt—and when you are 18, they hurt a lot—having a friend to throw you a life preserver can make all the difference. Did Dharun’s tweets and the brief use of his webcam over a two-week period push Tyler off the bridge? Even the prosecution didn’t accuse him of causing the suicide. What Tyler’s family seemed most upset by, actually, was that Dharun didn’t take the time to know Tyler or to become his friend. That’s a failure that lies on more than one set of shoulders, although each and every failure adds up.

Which brings me back to my last conversation with Emily. For longer than I care to admit, I blamed myself for complaining so much about school that day, because it may have poured gasoline on the fire. I blamed myself for saying the wrong things instead of the right things. Today, as I replay the scene again, more than anything else, I blame myself for not listening.

In our national discussion about the tragedy of teen suicide, I think collectively too many of us are making the mistake of not listening. We cast blame, we exact punishments and we don’t look in the mirror. It’s Dharun’s fault. It’s the parents’ fault. It’s the school’s fault. Recently, I went back and reread an O’Henry story called “The Guilty Party.” Brilliantly, he contrasted who we give the blame to in our human courts and who really bears responsibility in the celestial scheme of things. Although really, the truth of it is, whenever someone takes his or her life, it’s everyone’s fault.

It is hard to be a teen. It always has been. It always will be. You are not a child. You are not an adult. You are under enormous pressure as you leave home for the first time. You do selfish and stupid things along with the good ones as you try to sort out the complicated business of trying to forge new friendships. You are 18—your frontal lobes are not fully developed, which means you make impulsive, rash decisions. You worry that you will never find people who care for you because of who you really are, you worry that if people know who you really are, they won’t care for you. You worry that you don’t belong, that you will never belong because you’re too fat, or because of the color of your skin, or your religion, your nationality, your sexual orientation.

I don’t have answers about Dharun or Tyler. I am just deeply troubled and disturbed with the answers dripping with hate and blame. Where is the love? Where is the forgiveness? When are we going to start listening and reaching out to everyone’s children?

I wish I could tell Emily that because of her I have become a different kind of writer than I dreamed of back when we talked on that subway train so many years ago. I write about kids a lot. I interview kids a lot. And when I interview them, I listen. I listen as hard as I can. I listen with everything I have in me for what they are saying between their words. I listen for Emily. 







 

Preventative Actions Against Bullying

The Time Is Now To Take Action

Bullying has only became a hot new topic within the last few years. Maybe no one wanted to face the facts that there was a real issue at hand or maybe some felt that it was part of growing up. In any case, it has been revealed that many deaths of young children and other long term psychological and emotional effects on children are due to bullying. We can not look back and think about what we could've, should've, and would've done. Now, is the time that matters. What we do now—to prevent this abuse from continuing to happen—is the most important thing that matters.

Anti-Bullying

I found this great blog on anti-bullying called Stop Bullies Blog founded by J. Richard Knapp. He is the CEO of Stop Bullies. I must say that I've come across many blogs but this one really caught my eye based on how genuinely personal it seems to be. The bait for me was the post called Sharing Knowledge—with this one read I was hooked. It wasn't about straight forward knowledge or dictated information. It was just a plea. A plea for those who felt that the information on the page was important to just share it. That's it—a post about sharing. Share for those who want to make a change for the children who are getting abused.  I was truly touched. This is not just a plain informational blog. It's more than that—it's personal. 

J. Richard Knapp discusses in his blog a wide variety of topics relating to bullying such as the mental effects of being bullied on children, bully prevention training, ways in creating happy kids, a message for parents to teach vital core values to their kids and more.   

Recently, his post called Critical Bully Prevention Components gave some real sound advice for a prevention plan against bullying. I really thought this plan was a wonderful idea. He puts forth that there are three steps that need to take place in order to really put a stop to bullying:

• The first component is to provide the school and its staff with appropriate training and curriculum to promote both preventative and reactive strategies in bully prevention.  

• The second component targets the community as a whole. This includes strategies that reach the general population, businesses, churches, clubs, police, social services, recreation groups, and more. 

•  The third component is the education of the parent.

In my opinion, I believe that he is totally on target with this prevention plan. In order for any kind of preventative measure to be enacted all three must be addressed and stand on common ground. The school, community, and parents must all unite in response to bullying. One step will not work without the others. If one negates on its view, then all will crumble and the plan will fail. It is with the support of all on this common stand point against bullying that a powerful message will be sent to children—bullying will not be accepted nor tolerated.

Let's Make a Difference

I wanted to add that it's not enough to just tell the children that bullying is not good and it shouldn't be done. One must set good examples at home, work, and school. For example: Children are at school about 8 hours a day for five days every week. Therefore, teachers should set good examples for the kids in school. What I mean is that if a teacher bullies another child or adult, for that matter, and the kids see this—How do you think they will behave? There is an old proverbial saying, "Actions speak louder than words". In order for a powerful message to be taken seriously, we all must behave accordingly and not bully anyone ourselves.

Teachers Who Bully

 

Bullying committed by adults 



Bullying has become a national issue. It often brings to mind school bullying between children, but bullying can involve adults, even bullying teachers. Teachers can sometimes be the bully.

 

Bullying is the act of one person using strength or status to infringe on another person, whether with insults, threats, physical harm, ostracism, or infringing on their boundaries in any way that is not sexually charged. (To clarify, some see sexual harassment as a subset of bullying, but others see them as separate categories.) Although much bullying is peer-to-peer, bullying can be inflicted by an older person on a younger person or vice versa. Although school bullying is commonly taken to refer to students bullying each other, teachers can also be party to school bullying. 

Teachers can be involved in bullying in three ways: as observers, as perpetrators, and as victims. As observers, teachers can help prevent or stop bullying or perpetuate it. This article will deal with bullying in which teachers take part themselves, on one side or the other. 

Bullying Teachers

 

Is this what we really want to teach our kids?

 

The dunce cap, standing in the corner, having one hand whacked with a ruler, having one poor grade announced to the class—all these methods that at one time were a common occurrence in educational settings might now fall under the category of bullying teachers. Bullying teachers can act by using degrading words and treatment, as well as physical punishments. Other school employees besides teachers can bully students, including coaches, custodians, security personnel, and the front office staff—even the principal. 

Bullying is starting to get national attention and be taken more seriously than in days past. But the focus is decidedly on kid-on-kid abuse. While the mean girls, the taunters and tormentors, the physical abusers, and the excluders are very real threats, so too are educators who abuse their power over the very kids they are supposed to protect.
But when teachers verbally and even physically abuse kids, the abuse is often blatant and rarely called what it is—bullying—reinforcing the false notion that only kids, not the grown-ups in charge, are bullies.

Amid mounting data that bullying is on the rise, there’s a glaring absence of statistics on adult school bullies. In part, perhaps, because bullying by a teacher or principal is far more complex to identify, address, and rectify. It’s difficult to know what to make of a teacher who crosses the line from basic discipline to regularly berating, intimidating, humiliating (and even physically abusing) a student—so much so that a child's afraid to be in school.

 

What do you do if the school bully is your child's teacher?

 

First thing you have to do is document, document, document. Write down the date, the time, and exactly what happened. Despite the obvious pain you’re feeling as a parent, it’s crucial to be as reasonable and objective as possible.

If the situation isn't too egregious, meet with the teacher to see if you can find a resolution. If that doesn't work, learn what you can from everyone at school—your child, other kids, parents in the class. Volunteer at school, drive the carpool, keep your ear to the ground, all the while documenting everything you learn. During this fact-finding period, start building a support network of parents—after all, one parent's complaints can easily be waved off, while a group of concerned parents has more chance of being heard.

Parents shouldn't storm the principal’s office right away. Follow the chain of command—starting with a senior teacher or the head of that teacher’s department, then the vice principal, principal, principal’s supervisor, and superintendent. This approach works in your favor for two reasons: One, the closer someone is to the problem, the more likely they’ll be able to take swift, effective action; and two, when you go to the top, one of the first questions will be, 'Who have you talked to about this, and what did they say?' If you can’t answer effectively, you’re likely to be directed back to those you’ve skipped. And always document every bullying incident. If you have documentation for a couple of months, they can’t ignore that. Also, if they try to, I’d say 'I’m going to the newspaper.'

A battle kids can’t fight

When it comes to protecting kids from bully teachers, sadly kids are in a vulnerable position—and ill-equipped to fight the battle on their own and there’s no real silver lining—but there are different routes parents can take. Following certain protocol—like documenting every incident, building a support system, and working up the chain of command—can protect kids from continued trauma at the hands of a bully teacher and save them from the ordeal of leaving a school altogether. But the fight to protect your child from a bully teacher may not (and usually won’t) be easy.
 

 

 

 

 

 

The More You Know-- Part 2

Back on Track for More Information
 
A few weeks ago I made a post called The More You Know.  This post focused on the statistics section of School Bullying on Wikipedia. I made revisions to the original page and now I'm back to see if the page on Wikipedia is still the same or has been changed.

Was my revision of the Wiki page changed?
 
Sadly I must say that the Wiki page has been changed. Please see below.

Bullying is a common occurrence in most schools. According to the American Psychological Association, approximately "40% to 80% of school-age children experience bullying at some point during their school careers".^[16] Regardless of the grade level, socioeconomic environment, gender, religion, or sexual orientation, bullying can happen to anyone. However, various studies point out that students from lower socio-economic backgrounds are more bullied than students from higher socio-economic backgrounds.^[17] Most children experience bullying at some point in their academic careers. The following is a list of statistics that illustrate the severity of bullying within classrooms:^[16] 

• 20–40% of bullying victims actually report being bullied

• 70% of middle school and high school students experience bullying in school 

• 7–12% of bullies are habitual and pose a serious threat

•  23% of 9th graders have carried a weapon to school recently^[18]

• 5–15% of students are constantly bullied

• 27% of students are bullied because of their refusal to engage in common sexual practices

• 25% of students encourage bullying if not given proper education and support in anti-bullying techniques^[19]

This was a survey conducted by the NICHD where a results on what student did in a school. "The children were asked to complete a questionnaire during a class period that asked how often they either bullied other students, or were the target of bullying behavior. A total of 10.6 percent of the children replied that they had 'sometimes' bullied other children, a response category defined as 'moderate' bullying. An additional 8.8 percent said they had bullied others once a week or more, defined as 'frequent' bullying. Similarly, 8.5 percent said they had been targets of moderate bullying, and 8.4 percent said they were bullied frequently. Out of all the students, 13 percent said they had engaged in moderate or frequent bullying of others, while 10.6 percent said they had been bullied either moderately or frequently. Some students-6.3 percent-had both bullied others and been bullied themselves. In all, 29 percent of the students who responded to the survey had been involved in some aspect of bullying, either as a bully, as the target of bullying, or both." ^[20] According to Tara Kuther, associate professor of psychology at Western Connecticut State University, "...bullying gets so much more sophisticated and subtle in high school. It's more relational. It becomes more difficult for teens to know when to intervene, whereas with younger kids bullying is more physical and therefore more clear cut".^[19]
Because of the low numbers of students who actually report incidents of bullying, teachers need to have a certain level of awareness that will thwart any potential problems. This awareness starts with understanding bullying. 

I am quite surprised that my revision was actually changed back to its original post. I am not completely sure why it was reverted back but I've rationalized that it's possible that the information that I posted may not have been cited correctly. This is just speculation, for I really don't understand why it was changed. My revision listed chronologically the yearly statistics taken on bullying in schools. This chronological order made it easier for the reader to follow. Also, I've explained that the statistics listed above were not taken on a fair playing ground amongst other schools in the same geographical area. The statistics only concentrate on one school, therefore
providing information that may be viewed as inaccurate. For more information, please see my previous post The More You Know.

Because I feel that the information above can be presented slightly more thoroughly, I am attempting to revise the Statistics section of the "School Bullying" page in Wikipedia once again. Please see below for the revised section: 

Statistics

2000

In 2000 a survey by the Crimes Against Children Research Center at the University of New Hampshire found that 6% of the young people had experienced some kind of harassment such as threats or horrible rumours and 2% suffered from distressing abuse.

2004

ABC News reported on a 2004 survey, in September 2006, of 1,500 students between the grades 4 through 8 which displayed : 

• 42% of kids have been bullied online. One in four have had it happen more than once.

• 35% of kids have been threatened online. About one in five had it happen more than once.

• 21% of kids received harassing e-mails.

• 58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once.

• 58% have not told their parents or an adult about the harassment ocurring to them online. 

 2005

The Youth Internet Safety Survey-2, conducted by the Crimes Against Children Research Center at the University of New Hampshire in 2005, found: 

• 9% of the young people in the survey had experienced some form of harassment. The survey was a nationally representative telephone survey of 1,500 youths between the ages of  10 to 17 years old. 

• One third reported feeling distressed by the incident, with distress being more likely for younger respondents and those who were the victims of aggressive harassment.  

Hinduja and Patchin completed a study in the summer of 2005 of approximately 1,500 internet-using adolescents and found: 

• over one-third of youths reported being victimized online.

•  over 16% of respondents admitted to cyber-bullying others.

While most of the instances of cyber-bullying involved relatively minor behavior it was found: 

• 41% were disrespected.

• 19% were called names. 

• over 12% were physically threatened. 

• about 5% were scared for their safety.  

Notably, fewer than 15% of victims told an adult about the incident.

According to a 2005 survey by the National Children's Home charity and Tesco Mobile of 770 youths between the ages of 11 and 19 found:  

• 20% of respondents revealed that they had been bullied via electronic means. 

• Almost three-quarters (73%) stated that they knew the bully.

•  26% stated that the offender was a stranger.  

• 10% of responders indicated that another person has taken a picture and/or video of them via a cellular phone camera.  

2007

In 2007,  a Stanford University student,Debbie Heimowitz, created a film based on Stanford accredited research called Adina's Deck. She worked for ten weeks in three schools to learn about the problem of cyber-bullying in Northern California. The findings determined that over 60% of students had been cyber-bullied and were victims of cyber-bullying. The film is now being used in classrooms nationwide as it was designed around learning goals pertaining to problems that students had understanding the topic.

Additional research by Hinduja and Patchin in 2007 found that youths who report being victims of cyber-bullying also experience stress that is related to other problematic behaviors such as running away from home, drinking alcohol, or using drugs. The authors acknowledge that both of these studies provide only preliminary information about the nature and consequences of online bullying, due to the methodological challenges associated with an online survey.

2008

In 2008, researchers Sameer Hinduja (Florida Atlantic University) and Justin Patchin (University of Wisconsin- Eau Claire) published a book on cyber-bullying that summarized the current state of cyber-bullying research. (Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying). Their research documents that cyber-bullying instances have been increasing over the last several years. They also report findings from the most recent study of cyber-bullying among middle-school students. Using a random sample of approximately 2000 middle-school students from a large school district in the southern United States they found: 

• about 10% of respondents had been cyber-bullied in the previous 30 days. 

• while over 17% reported being cyber-bullied at least once in their lifetime.   

While these rates are slightly lower than some of the findings from their previous research, Hinduja and Patchin point out that the earlier studies were predominantly conducted among older adolescents and internet samples. That is, older youths use the internet more frequently and are more likely to experience cyber-bullying than younger children. 

2011

The National Crime Prevention Council reported in 2011 that cyber-bullying is a problem that affects almost half of all American teens. 

All information provided above was found on the psychology wiki site. I believe that the revised statistics section provides detailed information of the bullying incidents listed chronologically starting from the year 2000 through 2011. This gives the reader a clear view of the trend in our society. These statistics shows a steady rise of the bullying incidents, whereas the previous wiki did not provide enough data to display this continuous growth throughout the years. Also, the statistics now displayed are not solely based on a single school, rather the statistics are based on a number of schools throughout many years.


Just a note:

We as a community need to come together and send a message to our children that it is not alright to bully and it is not going to be tolerated. Unfortunately not enough is being done to put a halt to this upward trend in our society. We are the adults and it is time that we do something about this.  

The More You Know !

Young people say that bullying is one of the biggest problems they face. In fact, there have been many students that report seeing bullying at least once a week. This negatively affects the victims and the bullies as well as the kids who witness bullying and the school environment as a whole. 

Information from Wikipedia on School Bullying is shown below: 
 

Statistics

Bullying is a common occurrence in most schools. According to the American Psychological Association, approximately "40% to 80% of school-age children experience bullying at some point during their school careers".^[16] Regardless of the grade level, socioeconomic environment, gender, religion, or sexual orientation, bullying can happen to anyone. However, various studies point out that students from lower socio-economic backgrounds are more bullied than students from higher socio-economic backgrounds.^[17] Most children experience bullying at some point in their academic careers. The following is a list of statistics that illustrate the severity of bullying within classrooms:^[16]

• 20–40% of bullying victims actually report being bullied
• 70% of middle school and high school students experience bullying in school
• 7–12% of bullies are habitual and pose a serious threat
• 23% of 9th graders have carried a weapon to school recently^[18]
• 5–15% of students are constantly bullied
• 27% of students are bullied because of their refusal to engage in common sexual practices
• 25% of students encourage bullying if not given proper education and support in anti-bullying techniques^[19]

This was a survey conducted by the NICHD where a results on what student did in a school. "The children were asked to complete a questionnaire during a class period that asked how often they either bullied other students, or were the target of bullying behavior. A total of 10.6 percent of the children replied that they had 'sometimes' bullied other children, a response category defined as 'moderate' bullying. An additional 8.8 percent said they had bullied others once a week or more, defined as 'frequent' bullying. Similarly, 8.5 percent said they had been targets of moderate bullying, and 8.4 percent said they were bullied frequently. Out of all the students, 13 percent said they had engaged in moderate or frequent bullying of others, while 10.6 percent said they had been bullied either moderately or frequently. Some students-6.3 percent-had both bullied others and been bullied themselves. In all, 29 percent of the students who responded to the survey had been involved in some aspect of bullying, either as a bully, as the target of bullying, or both." ^[20] According to Tara Kuther, associate professor of psychology at Western Connecticut State University, "...bullying gets so much more sophisticated and subtle in high school. It's more relational. It becomes more difficult for teens to know when to intervene, whereas with younger kids bullying is more physical and therefore more clear cut".^[19]
Because of the low numbers of students who actually report incidents of bullying, teachers need to have a certain level of awareness that will thwart any potential problems. This awareness starts with understanding bullying.

Although this section of the topic "School Bullying" is informative, it does not give a substantial amount of facts for the statistics of bullying. The association that conducted the survey is listed but we don't know when it was orchestrated. I also felt that the statistics section could have been elaborated upon with more details of recent studies.  
 
Below is the revised section of the Wiki with the recommendations mentioned above:
 
          Statistics

2000

In 2000 a survey by the Crimes Against Children Research Center at the University of New Hampshire found that 6% of the young people had experienced some kind of harassment such as threats or horrible rumours and 2% suffered from distressing abuse.

2004

ABC News reported on a 2004 survey, in September 2006, of 1,500 students between the grades 4 through 8 which displayed :

• 42% of kids have been bullied online. One in four have had it happen more than once.
• 35% of kids have been threatened online. About one in five had it happen more than once.
• 21% of kids received harrassing e-mails.
• 58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once.
• 58% have not told their parents or an adult about the harrassment ocurring to them online.

2005

The Youth Internet Safety Survey-2, conducted by the Crimes Against Children Research Center at the University of New Hampshire in 2005, found:

•  9% of the young people in the survey had experienced some form of harassment.The survey was a nationally representative telephone survey of 1,500 youths between the ages of  10 to 17 years old.  

• One third reported feeling distressed by the incident, with distress being more likely for younger respondents and those who were the victims of aggressive harassment.

Hinduja and Patchin completed a study in the summer of 2005 of approximately 1,500 internet-using adolescents and found:

• over one-third of youths reported being victimized online.  

•  over 16% of respondents admitted to cyber-bullying others.

          While most of the instances of cyber-bullying involved relatively minor behavior it
          was found:

•  41% were disrespected.

• 19% were called names.

• over 12% were physically threatened.

• about 5% were scared for their safety.

          Notably, fewer than 15% of victims told an adult about the incident.

According to a 2005 survey by the National Children's Home charity and Tesco Mobile of 770 youths between the ages of 11 and 19 found:

• 20% of respondents revealed that they had been bullied via electronic means.

• Almost three-quarters (73%) stated that they knew the bully.

• 26% stated that the offender was a stranger.  

• 10% of responders indicated that another person has taken a picture and/or video of them via a cellular phone camera.  

2007

In 2007,  a Stanford University student,Debbie Heimowitz, created a film based on Stanford accredited research called Adina's Deck. She worked for ten weeks in three schools to learn about the problem of cyber-bullying in Northern California. The findings determined that over 60% of students had been cyber-bullied and were victims of cyber-bullying. The film is now being used in classrooms nationwide as it was designed around learning goals pertaining to problems that students had understanding the topic.

Additional research by Hinduja and Patchin in 2007 found that youths who report being victims of cyber-bullying also experience stress that is related to other problematic behaviors such as running away from home, drinking alcohol, or using drugs. The authors acknowledge that both of these studies provide only preliminary information about the nature and consequences of online bullying, due to the methodological challenges associated with an online survey.

 

2008

In 2008, researchers Sameer Hinduja (Florida Atlantic University) and Justin Patchin (University of Wisconsin- Eau Claire) published a book on cyber-bullying that summarized the current state of cyber-bullying research. (Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying). Their research documents that cyber-bullying instances have been increasing over the last several years. They also report findings from the most recent study of cyber-bullying among middle-school students. Using a random sample of approximately 2000 middle-school students from a large school district in the southern United States they found:

• about 10% of respondents had been cyber-bullied in the previous 30 days. 

• while over 17% reported being cyber-bullied at least once in their lifetime.  

While these rates are slightly lower than some of the findings from their previous research, Hinduja and Patchin point out that the earlier studies were predominantly conducted among older adolescents and internet samples. That is, older youths use the internet more frequently and are more likely to experience cyber-bullying than younger children.

2011

The National Crime Prevention Council reported in 2011 that cyber-bullying is a problem that affects almost half of all American teens.

 All of the information was found on the psychology wiki site. I found that the previous statistic section of the topic on school bullying was presented rather poorly because the statistics presented were construed from one specific school in an unidentified socio-economic area. The survey here is inconclusive because it is basically flawed. For example, if this survey was more inclusive of other schools the results may have been different. Rather than just one school, there should be more schools in the same geographical area surveyed. In my opinion, with three independent surveys from a public school, parochial school, and charter school the results may be different.

My revised statistics section provides detailed information of the bullying incidents listed chronologically starting from the year 2000 through 2011. This gives the readers an unobstructed view of the trend in our society. These statistics shows clearly a steady rise of the bullying incidents, whereas the previous wiki did not provide enough data to display this continuous growth throughout the years. Also, the statistics now displayed are not solely based on a single school, rather the statistics are based on a number of schools throughout many years.

Based on the bullying statistics found, that cyber bullying is on the rise more so than any other type of bullying. Many students report seeing this type of bullying in chat rooms, social networking websites like Facebook. Also, other bullying studies revealed that bullies in school use one's gender, race, socioeconomic status as well as sexual preference as a motive to harass someone. Many of these students are forced to deal with bullying not only at school but also have it follow them home. For they have to also deal with being cyber bullied on the Internet. While this isn't always a school-related issue, many schools are trying to cease the act of cyber bullying from occurring at school by limiting computer time and prohibiting many of the social websites used to spread false information.

Because of the wide-spread amount of bullying, it is more important than ever for parents and teachers to check in with children about bullying. Many students might be afraid to tell an adult or parent, which is why parents and teachers need to be aware of the signs of bullying and to pay attention to what is going on with their child or student. Another way to help lower the bullying statistics is to have open communication. Students and children should be encouraged to tell a trusted adult, parent or teacher about any kind of bullying attack. It is the best way to help stop the situation from getting worse and to help prevent bullying from targeting any more victims.