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1. Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School StudentsDocument 1 of 1
Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School Students
Author: Schneider, Shari Kessel, MSPH; O'Donnell, Lydia, EdD; Stueve, Ann, PhD; Coulter, Robert W S, BS
Publication info: American Journal of Public Health 102.1 (Jan 2012): 171-7.
Abstract: Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20406 ninth-through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.
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Objectives. Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress.
Methods. In the fall of 2008, 20406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality.
Results. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress.
Conclusions. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health. (Am J Public Health. 2012;102:171-177. doi:10.2105/AJPH.2011. 300308)
Recent national attention to several cases of suicide among youth victims of cyberbullying1,2 has raised concerns about its prevalence and psychological impact. Most states now have legislation in place that requires schools to address electronic harassment in their antibullying policies,3 yet schools lack information about cyberbullying correlates and consequences and how they may differ from those of school bullying. To inform schools' efforts, research is needed that examines the overlap between cyberbullying and school bullying and identifies which youths are targeted with either or both types of bullying. It is also necessary to understand whether the psychological correlates of cyberbullying are similar to those of school bullying and whether students targeted with both forms of bullying are at increased risk of psychological harm.
With reports indicating that 93% of teens are active users of the Internet and 75% own a cell phone, up from 45% in 2004,4 there is great potential for cyberbullying among youths. Yet the extent of cyberbullying victimization and its prevalence relative to school bullying is unclear. Studies have found that anywhere from 9% to 40% of students are victims of cyberbullying, 5-7 and most suggest that online victimization is less prevalent than are school bullying and other forms of offline victimization.8,9 Strikingly few reports provide information on youths' involvements in bullying both online and on school property.
Cyberbullying has several unique characteristics that distinguish it from school bullying. Electronic communications allow cyberbullying perpetrators to maintain anonymity and give them the capacity to post messages to a wide audience.10 In addition, perpetrators may feel reduced responsibility and accountability when online compared with face-to-face situations. 11,12 These features suggest that youths who may not be vulnerable to school bullying could, in fact, be targeted online through covert methods. The limited number of studies that address the overlap between school and cyberbullying victimization has wide variation in findings, indicating that anywhere from about one third to more than three quarters of youths bullied online are also bullied at school.11,13,14
The distinct features of cyberbullying have led to questions about the sociodemographic characteristics of cyberbullying victims compared with those of school bullying victims. Although numerous studies of school bullying have found that boys aremore likely to be victims,15,16 the extent of gender differences in cyberbullying is unclear. 5 Some studies have found that girls are more likely to be victims of cyberbullying,9,10 yet other studies have found no gender differences. 8,17,18 Age is another characteristic in which cyberbullying patterns may differ from traditional bullying. Although there is a decreasing prevalence of traditional bullying from middle to high school,16 some studies suggest that cyberbullying victimization increases during the middle school years,8,10 and others have found no consistent relationship between cyberbullying and age.11,19 Sexual orientation has been consistently linked with traditional bullying.20-22 Despite recent media attention to cases of suicide among sexual minority youths who have been cyberbullied,23 accounts of the relationship between cyberbullying and sexual orientation are primarily anecdotal, with little documentation of the extent to which nonheterosexual youths are victimized. The wide range of definitions and time frames used to assess cyberbullying complicates the comparison of the prevalence and correlates of cyberbullying across studies, and rapid advances in communications technology render it difficult to establish a comprehensive and static definition. Furthermore, there is wide variation in the age and other demographic characteristics of the samples, with many studies employing small, nonrepresentative samples.
In addition to comparing the sociodemographics of cyberbullying victims with those of school bullying victims, it is important to understand whether cyberbullying is linked with negative school experiences, as is the case with school bullying. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and commitment to school, known as school bonding.24,25 Because most cyberbullying occurs outside school,19,26 it is uncertain whether a similar relationship exists for cyberbullying. A few studies have linked cyberbullying to negative school experiences, such as lower academic performance27 and negative perceptions of school climate.8 Although these studies suggest that cyberbullying may be a contributing factor, more research is needed to determine the extent to which school attachment and performance are related to cyberbullying experiences.
The known link between school bullying and psychological harm, including depression and suicidality28-31 has also raised concerns about how cyberbullying is related to various forms of psychological distress. An emerging body of research has begun to identify psychological correlates of cyberbullying that are similar to the consequences of traditional bullying, including increased anxiety and emotional distress. 6,11,32 There are also reports that online victimization may be linked with more serious distress, including major depression,33,34 selfharm, and suicide.31,35,36 Although studies consistently identify a relationship between cyberbullying and psychological distress, it is not known whether reports of psychological distress are similar among cyberbullying and school bullying victims or what levels of distress are experienced by those who report being victimized both online and at school.
In this study, we used data collected from more than 20000 students from the second wave of the MetroWest Adolescent Health Survey to examine patterns and correlates of bullying victimization. We first examined the prevalence of cyberbullying and school bullying and the degree of overlap between the 2 forms of victimization. Next, looking at youths who experienced cyberbullying only, school bullying only, or both types of bullying, we identified sociodemographic and individuallevel school characteristics associated with each type of victimization. Finally, we analyzed the relationship between type of bullying victimization and multiple indicators of psychological distress, ranging from depressive symptoms to suicide attempts.
METHODS
The MetroWest Adolescent Health Survey is a biennial census survey of high school students in the western suburbs and small cities of the Boston metropolitan area that has the goal of monitoring trends to inform local and regional school and community policies and practices. The region is home to 26 high schools serving predominantly middle- and upper-middle class families. The survey employs a census rather than sampling procedure so that each district can monitor student behaviors and identify health issues that may vary by grade, gender, and other sociodemographic characteristics.
In fall 2008, 22 of 26 high schools in the region participated in the survey; these schools serve 86% of all public high school students in the region. Pencil and paper, anonymous surveys were conducted with all 9th- through 12th-grade students present on the day of administration. Parents and guardians were notified in advance and given the opportunity to view the survey and opt out their child(ren); students also provided assent. Youths (n=20406) completed the surveys, for a participation rate of 88.1% (range, 75.2%-93.7%). Reflecting differences in school size, the number of students participating at each site ranged from 303 to 1815.
Measures
To facilitate comparison with state and national data, most items in the MetroWest Adolescent Health Survey were drawn from the Centers for Disease Control and Prevention's Youth Risk Behavior Survey37 and the Massachusetts Youth Risk Behavior Survey.38
Bullying. Students were asked about cyberbullying victimization and school bullying victimization in the past 12 months. Cyberbullying was measured with the following question: ''How many times has someone used the Internet, a phone, or other electronic communications to bully, tease, or threaten you?'' School bullying was measured by the following question: ''During the past 12 months, how many times have you been bullied on school property?'' with bullying defined as ''being repeatedly teased, threatened, hit, kicked, or excluded by another student or group of students.'' Responses from these 2 questions were categorically grouped into 4 categories of bullying victimization: cyberbullying victim only, school bullying victim only, both cyber and school bullying victim, and neither.
Psychological distress. Depressive symptoms, suicidal ideation (seriously considering suicide), and suicide attempts (any attempt and an attempt requiring medical treatment) were measured using items about behavior in the past 12 months.37 Self-injury was assessed by the item ''How many times did you hurt or injure yourself on purpose? (For example, by cutting, burning, or bruising yourself on purpose).''38 Responses were dichotomized into yes or no categories.
Sociodemographics. Sociodemographic characteristics included gender, grade (9-12), race/ethnicity (Asian, African American or Black, Hispanic or Latino, Caucasian orWhite, or mixed or other), and sexual orientation (responses grouped as ''heterosexually identified'' vs ''nonheterosexually identified,'' the latter of which encompassed gay or lesbian, bisexual, other, and not sure).
Individual-level school characteristics. School performance was measured through self-reported grades coded as ''mostly As,'' ''mostly Bs,'' ''mostly Cs,'' and a combined category encompassing ''mostly Ds,'' ''mostly Fs,'' and ungraded or other. School attachment was measured using a 5-item scale from the National Longitudinal Study of Adolescent Health39; scale scores were divided into tertiles (low, medium, high).
School size. Schools were grouped into 3 categories on the basis of the size of student enrollment:<750 students, 750-1250 students, and>1250 students.
Data Analysis
We generated descriptive statistics on the prevalence of bullying victimization and psychological distress. We used cross-tabulations to examine bivariate associations of victimization with sociodemographic (gender, grade, race/ethnicity, and sexual orientation), selfreported school performance, and school attachment and psychological distress indicators. We used binomial logistic regression analysis to examine the relationship between bullying victimization and psychological distress, adjusting for sociodemographics, school performance, school attachment, and school enrollment size. Because of the large sample size, we used P values<.01 and 99% confidence intervals (CIs) to identify statistical significance. School size was not associated with victimization or psychological distress indicators and was not included in final regression models. We used SPSS version 18.0 (SPSS, Inc., Chicago, IL) for all analyses.
RESULTS
Table 1 presents the sociodemographic characteristics of participants. Three quarters (75.2%) of the youths were non-Hispanic White, consistent with regional demographics. About 6% of youths reported that they were gay or lesbian, bisexual, other, or not sure (nonheterosexually identified youths).
Prevalence and Overlap of Cyberbullying and School Bullying Victimization
Overall, 15.8% of students reported cyberbullying, and 25.9% reported school bullying in the past 12 months. The overlap between cyberbullying and school bullying was substantial: 59.7% of cyberbullying victims were also school bullying victims, and 36.3% of school bullying victims were also cyberbullying victims. When categorized into 4 groups on the basis of reports of cyber and school bullying victimization, one third of all students were bullying victims: 6.4% were victims of cyberbullying only, 16.5% of students were victims of school bullying only, and 9.4% were victims of both school and cyberbullying.
Correlates of Bullying Victimization
Regarding overall cyberbullying and school bullying victimization, reports of cyberbullying were higher among girls than among boys (18.3% vs 13.2%), whereas reports of school bullying were similar for both genders (25.1% for girls, 26.6% for boys). Although cyberbullying decreased slightly from 9th grade to 12th grade (from 17.2% to 13.4%), school bullying decreased by nearly half (from 32.5% to 17.8%). Nonheterosexually identified youths were far more likely than were heterosexually identified youths to report cyberbullying (33.1% vs 14.5%) and school bullying (42.3% vs 24.8%). There were no differences in overall reporting of cyberbullying or school bullying by race/ethnicity.
Table 2 displays the sociodemographic and individual-level school correlates of bullying victimization when categorized into the following 4 groups: cyberbullying victim only, school bullying victim only, both, and neither. Whereas there was little difference by gender, race/ethnicity, and grade, nonheterosexually identified youths were more likely to be victims of cyberbullying only, compared with those who self-identify as heterosexual (10.5% vs 6.0%). Youths who reported lower school performance and lower school attachment were also more likely to be victimized with cyberbullying only; for example, students who received mostly Ds and Fs were twice as likely to be cyber-only victims compared with students who received mostly As (11.3% vs 5.2%).
In contrast to reports of the cyber-only group, victimization on school property decreases substantially from 21.4% in 9th grade to 10.6% in 12th grade. There was little difference by gender or race/ethnicity. Consistent with the cyber-only group, nonheterosexually identified youths were at higher risk of school-only victimization (19.5% vs 16.3%); school-only victimization was also associated with lower school attachment.
Although there was little difference by gender for the other victimization groups, girls were more likely than were boys to be victims of both types of bullying (11.1% vs 7.6%). Like the cyber-only and school-only groups, sexual orientation was associated with reports of both cyber and school victimization; 22.7% of nonheterosexually identified youths were victims of both types of bullying compared with 8.5% of heterosexually identified youths. In addition, the associations between dual forms of victimization and school variables were stronger: students who received mostly Ds and Fs were more than twice as likely as were students who received mostly As to be victims of both forms of bullying (16.1% vs 7.4%), and students in the lowest school attachment tertile were nearly 3 times as likely to report both forms of victimization than were students in the highest tertile (14.9% vs 5.6%). Thus, youths who were in lower grades and nonheterosexually identified youths were more likely to be victims of one or both types of bullying, as were students who reported lower grades and lower levels of school attachment.
Bullying Victimization and Psychological Distress
Table 3 presents bivariate associations between types of bullying victimization (cyberonly, school-only, both, or neither) and 5 indicators of psychological distress. Bullying victimization was consistently and robustly associated with an increased likelihood of psychological distress across all measures from depressive symptoms and suicidal ideation to reports of self-injury and suicide attempts. Furthermore, the relationship between victimization and distress was strongest among students who were victims of both cyber and school victimization, followed by victims of cyberbullying only and then victims of school bullying only. For example, reports of depressive symptoms were highest among victims of both cyber and school bullying (47.0%), followed by cyber-only victims (33.9%), and school-only victims (26.6%) compared with 13.6% of nonvictims. Similarly, attempted suicide was highest among victims of both cyber and school bullying (15.2%); however, it was also elevated among cyber-only victims (9.4%) and school-only victims (4.2%) compared with students reporting neither form of victimization (2.0%).
Table 4 displays logistic regressions modeling the relationship between type of bullying victimization and psychological distress, adjusting for the sociodemographic and individual-level school variables identified earlier as significant correlates of victimization. Consistent with the bivariate associations, there were strong relationships between bullying victimization and psychological distress across all indicators of distress. Overall, the risks of experiencing psychological distress were greatest for victims of both cyber and school bullying. For example, compared with nonvictims, victims of both cyber and school bullying were more than 4 times as likely to report depressive symptoms (adjusted odds ratio [AOR]=4.38; 99% CI=3.76, 5.10), suicidal ideation (AOR=4.51; 99% CI=3.78, 5.39), and self-injury (AOR=4.79; 99% CI=4.06, 5.65), and more than 5 times as likely to report a suicide attempt (AOR=5.04; 99% CI=3.88, 6.55) and a suicide attempt requiring medical treatment (AOR=5.42; 99% CI=3.56, 8.26). Victims of cyberbullying only were also at a heightened, but somewhat lower risk of psychological distress (AORs from 2.59 to 3.44). The risk was still notable, but even lower, among victims of school bullying only (AORs from 1.51 to 2.20) compared with nonvictims.
DISCUSSION
We examined data from a large, schoolbased census of more than 20000 youths to document the co-occurrence of cyberbullying and school bullying and their association with psychological distress. We have provided evidence of a substantial overlap between cyberbullying and school bullying victimization and called attention to particularly vulnerable populations, including nonheterosexually identified youths. We also found an association between both types of bullying and indicators of school success. Finally, we have highlighted the relationship between victimization and psychological distress, documenting a substantially elevated risk of distress among victims of both cyber and school bullying. These findings show a clear need for prevention efforts that address both forms of victimization.
Although almost all states now mandate schools to address cyberbullying in their antibullying policies,3 there is great flexibility in how much emphasis schools place on efforts to prevent cyberbullying, which occurs mostly outside school.19,26 We found substantial overlap between cyberbullying and school bullying: nearly two thirds of all cyberbullying victims reported they were also bullied at school, and conversely, more than one third of school bullying victims also reported cyberbullying. This indicates the importance of prevention approaches that address both modes of victimization.
Another important reason for schools to address cyberbullying is the link between victimization and school attachment and self-reported school performance. This is true even for the 6% of students who were victimized only through cyberbullying. Although this cross-sectional survey cannot make attributions of causality, cyberbullying may be a contributing factor to negative school experiences, suggesting the need for schools to incorporate cyberbullying into their antibullying programs and policies. Efforts to increase student engagement in school, connectedness to peers and teachers, and academic success may also promote a climate in which school and cyberbullying are less likely to occur.
Our findings identified several groups that were particularly susceptible to victimization. It is not surprising to learn that cyberbullying victimization and dual victimization were more prevalent among nonheterosexually identified youths, who are known to suffer from higher rates of victimization in school settings.20-22 Nearly one quarter (23%) were victims of both cyber and school bullying, compared with only 9% of heterosexually identified youths. These disproportionate reports of bullying involvement, combined with the high prevalence of psychological distress among nonheterosexually identified youths,40 show a clear need for antibullying programs and policies to address and protect students who identify as gay, lesbian, or bisexual or who may be questioning their sexual orientation. We also noted gender differences in victimization patterns. Girls were more likely than were boys to report cyberbullying, especially in combination with school bullying. Several other studies support the higher prevalence of cyberbullying victimization among girls.9,10
There is a robust relationship between cyberbullying victimization and all forms of psychological distress along the continuum from depression to suicide attempts. Importantly, whereas all 3 victim groups examined in this study reported elevated psychological distress, victims of cyberbullying alone reported more distress than did victims of school bullying alone. Moreover, the risk of psychological distress was most marked for victims of both cyber and school bullying, who were more than 4 times as likely to experience depressive symptoms and more than 5 times as likely to attempt suicide as were nonvictims. Our study not only provides further evidence of the link between cyberbullying and psychological distress30,34,36 but also points to an even greater need to identify and support victims of both cyber and school bullying.
This study has several limitations. First, cyberbullying and school victimization were assessed using self-reported single items. There is no current consensus among researchers on how to measure cyberbullying, and the changing nature of communications technology makes it difficult to establish a fixed definition. In addition, some youths reporting both cyberbullying and school bullying may have answered positively to both questions because they were victims of cyberbullying that occurred on school property. The psychological distress indicators were also assessed using single self-report items; although these items are widely used, they are not diagnostic. The cross-sectional nature of the analysis means that we cannot attribute causality or temporality to the relation between bullying and distress. Furthermore, this study does not consider students' roles as perpetrators. These involvements may also be associated with increased psychological distress and negative school factors. 41,42 We also did not explore contextual influences on these behaviors and the complex roles that bystanders-students and parents and adults in the school community-play in escalating, condoning, tolerating, or preventing cyberbullying and school bullying. These are important areas for further research.
Despite these limitations, our study has several unique strengths. Many studies of cyberbullying are conducted online and, therefore, may have a bias toward the experiences of students who use the Internet more frequently. In fact, time spent online and computer proficiency have been related to cyberbullying behavior.17 This school-based study included a more diverse group of students in terms of exposure to and use of electronic media. In addition, the sample size was large, permitting examination of behaviors within relatively small subgroups, such as nonheterosexually identified youths, and of infrequent forms of psychological distress, such as suicide attempts. At the same time, however, the results are regional, and generalizability to other populations, including youths in urban and rural schools, may be limited.
In summary, our study provides a better understanding of cyberbullying and its relationship to school bullying, which is critical to informing school-based prevention efforts and engaging parents and other community members in combating this significant public health issue. Our findings underscore the need for prevention efforts that address all forms of bullying victimization and their potential for harmful consequences both inside and outside school.
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AuthorAffiliation
Shari Kessel Schneider, MSPH, Lydia O'Donnell, EdD, Ann Stueve, PhD, and Robert W. S. Coulter, BS
AuthorAffiliation
About the Authors
Shari Kessel Schneider, Lydia O'Donnell, Ann Stueve, and Robert W. S. Coulter are with the Health and Human Development Division, Education Development Center, Newton Waltham, MA.
Correspondence should be sent to Shari Kessel Schneider, Education Development Center, 43 Foundry Ave., Waltham, MA 02453 (e-mail: [email protected]). Reprints can be ordered at http://www.ajph.org by clicking the ''Reprints/ Eprints'' link.
This article was accepted May 23, 2011.
Contributors
S. Kessel Schneider conceptualized the study and led the analysis and writing of the article. L. O'Donnell and A. Stueve provided substantial contributions to the analysis and writing. R.W.S. Coulter assisted with data collection and analysis.
Acknowledgments
MetroWest Community Health Care Foundation, Framingham, Massachusetts, provided support for the MetroWest Adolescent Health Survey administration (grant P182).
We wish to thank Martin Cohen, president and CEO of the MetroWest Health Foundation, and Rebecca Donham, senior program officer. We extend our gratitude to the school administrators, teachers, community personnel, parents, and young people who collaborated in the administration of the MetroWest Adolescent Health Survey.We also thank members of the Education Development Center MetroWest Adolescent Health Survey team, including Olivia Alford and Philip Goldfarb.
Human Participant Protection
The institutional review board of the Education Development Center, Waltham, MA, approved this study.
Subject: Studies; Bullying; Gender differences; Behavior; Sexual orientation; Rural schools; Academic achievement
Publication title: American Journal of Public Health
Volume: 102
Issue: 1
Pages: 171-7
Number of pages: 7
Publication year: 2012
Publication date: Jan 2012
Year: 2012
Section: RESEARCH AND PRACTICE
Publisher: American Public Health Association
Place of publication: Washington
Country of publication: United States
Publication subject: Public Health And Safety, Medical Sciences
ISSN: 00900036
CODEN: AJPHDS
Source type: Scholarly Journals
Language of publication: English
Document type: Feature, Journal Article
Document feature: Tables; References
Accession number: 22095343
ProQuest document ID: 1004790733
Document URL: http://search.proquest.com/docview/1004790733?accountid=87314
Copyright: Copyright American Public Health Association Jan 2012
Last updated: 2012-04-21
Database: ProQuest Research Library: Health & Medicine,ProQuest Biology Journals,ProQuest Health & Medical Complete,ProQuest Health Management,ProQuest Family Health,ProQuest Psychology; Journals,ProQuest Nursing & Allied Health Source,ProQuest Science Journals,ABI/INFORM Global,ProQuest Social Science Journals
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Citation style: APA 6th - American Psychological Association, 6th Edition
Shari, K. S., Lydia O'Donnell, Stueve, A., & Robert, W. S. C. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102(1), 171-7. Retrieved from http://search.proquest.com/docview/1004790733?accountid=87314
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1. Electronic Bullying and Victimization and Life Satisfaction in Middle School StudentsDocument 1 of 1
Electronic Bullying and Victimization and Life Satisfaction in Middle School Students
Author: Moore, Page Malmsjo; Huebner, E Scott; Hills, Kimberly J
Publication info: Social Indicators Research 107.3 (Jul 2012): 429-447.
Abstract: This study examined the nature and prevalence of electronic bullying and victimization in a sample of middle school students in a southeastern USA school. Relationships among measures of electronic bullying and victimization and global and domain-specific life satisfaction were also investigated. A total of 855 7th and 8th grade US students responded to questions regarding global and domain-based life satisfaction, electronic bullying and victimization behaviors. Although a majority of students reported not engaging in or being the victim of electronic bullying, the small percentage of students who did report these behaviors as being problematic indicated that the behaviors occurred several times a week. Statistically significant correlates of electronic bullying were self-reported grades in school, gender, and parent marital status. Significant correlates of victimization were self-reported grades in school, parent marital status, and ethnicity. The results suggested modest, but pervasive relationships between experiences of electronic bullying and victimization and adolescents' life satisfaction reports across a variety of important life domains. When the effects of demographic variables were controlled, the relationship between electronic victimization and global life satisfaction became non-significant, suggesting that global life satisfaction reports may mask the effects of specific life satisfaction domains. [PUBLICATION ABSTRACT]
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Subject: Studies; Victims of crime; Bullying; Quality of life; Middle school students
Location: United States--US
Classification: 9130: Experimental/theoretical; 8306: Schools and educational services; 4300: Law; 9190: United States
Publication title: Social Indicators Research
Volume: 107
Issue: 3
Pages: 429-447
Publication year: 2012
Publication date: Jul 2012
Year: 2012
Publisher: Springer Science & Business Media
Place of publication: Dordrecht
Country of publication: Netherlands
Publication subject: Sociology
ISSN: 03038300
CODEN: SINRDZ
Source type: Scholarly Journals
Language of publication: English
Document type: Feature
Document feature: Tables; References
DOI: http://dx.doi.org/10.1007/s11205-011-9856-z
ProQuest document ID: 1017622771
Document URL: http://search.proquest.com/docview/1017622771?accountid=87314
Copyright: Springer Science+Business Media B.V. 2012
Last updated: 2012-07-24
Database: ProQuest Health Management,ProQuest Education Journals,ProQuest Psychology Journals,ProQuest Research Library: Social Sciences,ABI/INFORM Global,ProQuest Social Science Journals
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Citation style: APA 6th - American Psychological Association, 6th Edition
Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107(3), 429-447. doi:http://dx.doi.org/10.1007/s11205-011-9856-z
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1. Traditional and Cyber Aggressors and Victims: A Comparison of Psychosocial CharacteristicsDocument 1 of 1
Traditional and Cyber Aggressors and Victims: A Comparison of Psychosocial Characteristics
Author: Sontag, Lisa M; Clemans, Katherine H; Graber, Julia A; Lyndon, Sarah T
Publication info: Journal of Youth and Adolescence 40.4 (Apr 2011): 392-404.
Abstract: To date, relatively little is known about differences between perpetrators and victims of cyber and traditional forms of aggression. Hence, this study investigated differences among traditional and cyber aggressors and victims on psychosocial characteristics typically examined in research on traditional aggression and victimization, specifically effortful control, manipulativeness, remorselessness, proactive and reactive aggression, and anxious/depressive symptoms. Participants (N = 300; 63.2% female; M age = 12.89, SD = .95; 52% Caucasian, 27% African American, 11% Latino, and 10% other) were categorized based on aggressor type (non/low aggressor, traditional-only, cyber-only, and combined traditional and cyber) and victim type (non-victim, traditional-only, cyber-only, and combined traditional and cyber). Cyber aggressors reported lower levels of reactive aggression compared to traditional-only and combined aggressors. Combined aggressors demonstrated the poorest psychosocial profile compared to all other aggressor groups. For victimization, cyber-only and combined victims reported higher levels of reactive aggression and were more likely to be cyber aggressors themselves compared to traditional-only victims and non-victims. Findings suggest that there may be unique aspects about cyber aggression and victimization that warrant further investigation. [PUBLICATION ABSTRACT]
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Subject: Studies; Students; Awards & honors; Bullying; Social research; Prevention programs; Instant messaging; Aggressiveness; Internet access
MeSH: Adolescent, Anxiety -- psychology, Bullying -- psychology, Child, Cross-Sectional Studies, Depression -- psychology, Female, Humans, Male, Personality, Self Report, Adolescent Psychology (major),; Aggression -- psychology (major), Crime Victims -- psychology (major), Internet (major)
Publication title: Journal of Youth and Adolescence
Volume: 40
Issue: 4
Pages: 392-404
Number of pages: 13
Publication year: 2011
Publication date: Apr 2011
Year: 2011
Section: EMPIRICAL RESEARCH
Publisher: Springer Science & Business Media
Place of publication: New York
Country of publication: Netherlands
Publication subject: Children And Youth - About
ISSN: 00472891
CODEN: JYADA6
Source type: Scholarly Journals
Language of publication: English
Document type: Feature, Comparative Study
Document feature: Tables; References
Accession number: 20680425
ProQuest document ID: 858659694
Document URL: http://search.proquest.com/docview/858659694?accountid=87314
Copyright: Copyright Springer Science & Business Media Apr 2011
Last updated: 2013-02-23
Database: ProQuest Education Journals,ProQuest Psychology Journals,ABI/INFORM Global,ProQuest Research Library: Business,ProQuest Research Library: Health & Medicine,ProQuest Health & Medical; Complete,ProQuest Family Health,ProQuest Criminal Justice,ProQuest Research Library: History,ProQuest Research Library: Literature & Language,ProQuest Research Library: The Arts,ProQuest Nursing; & Allied Health Source,ProQuest Research Library: Science & Technology,ProQuest Research Library: Social Sciences,ProQuest Social Science Journals
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Sontag, L. M., Clemans, K. H., Graber, J. A., & Lyndon, S. T. (2011). Traditional and cyber aggressors and victims: A comparison of psychosocial characteristics. Journal of Youth and Adolescence, 40(4), 392-404. Retrieved from http://search.proquest.com/docview/858659694?accountid=87314
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1. Is school bullying really on the rise?Document 1 of 1
Is school bullying really on the rise?
Author: Rigby, Ken; Smith, Peter K
Publication info: Social Psychology of Education : An International Journal 14.4 (Dec 2011): 441-455.
Abstract: Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased during this period; in fact, a significant decrease in bullying has been reported in many countries. However, there are some indications that cyber bullying, as opposed to traditional bullying, has increased, at least during some of this period. The reported decreases in the prevalence of school bullying are consistent with reports of significant but small reductions in peer victimisation following the implementation of anti-bullying programs in schools world-wide.[PUBLICATION ABSTRACT]
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Subject: School environment; Bullying; School violence; Student behavior; Educational psychology
Publication title: Social Psychology of Education : An International Journal
Volume: 14
Issue: 4
Pages: 441-455
Publication year: 2011
Publication date: Dec 2011
Year: 2011
Publisher: Springer Science & Business Media
Place of publication: Dordrecht
Country of publication: Netherlands
Publication subject: Education, Psychology
ISSN: 1381-2890
Source type: Scholarly Journals
Language of publication: English
Document type: Feature
DOI: http://dx.doi.org/10.1007/s11218-011-9158-y
ProQuest document ID: 910099602
Document URL: http://search.proquest.com/docview/910099602?accountid=87314
Copyright: Springer Science+Business Media B.V. 2011
Last updated: 2012-01-11
Database: ProQuest Research Library: Business,ProQuest Research Library: Health & Medicine,ProQuest Research Library: History,ProQuest Research Library: Literature & Language,ProQuest Research; Library: The Arts,ProQuest Education Journals,ProQuest Research Library: Science & Technology,ProQuest Psychology Journals,ProQuest Research Library: Social Sciences
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education : An International Journal, 14(4), 441-455. doi:http://dx.doi.org/10.1007/s11218-011-9158-y
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1. Editorial for the Special Issue on Cyber-bullyingDocument 1 of 1
Editorial for the Special Issue on Cyber-bullying
Author: Englander, Elizabeth K
Publication info: Journal of Social Sciences 6.4 (2010): 508-509.
Abstract: [...]electronic aggression differs from its offline counterparts in the skewed ratio of intention to actual damage. [...]the constant availability of electronic communication tempts individuals to utilize it during more awkward or difficult social exchanges, which in turn may lead to more problems socially.
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Full text: INTRODUCTION
This Special Edition of the Journal of Social Sciences deals with a rare but monumental social change-the profound impact of electronic communications on the development of children. Prior to the twentieth century, most people would be born, live and die without ever witnessing first-hand a significant social upheaval. During the last century, however, the pace at which society evolved quickened noticeably. The spread of industrialization, city living, suburban sprawl, transportation and the Sexual Revolution marked the lives of every person in the First World and many outside of it.
In the list of such social changes, however, the overnight boom of electronic communications must rank among the most potent. Having evolved hundreds of thousands of years to communicate fairly slowly, in a blink our communication capacity far outreaches our comfort zone. We can communicate further, faster and to many more people than ever before and in so doing, we have profoundly changed the lives of people in the developed world.
Although children are by no means the only ones affected by this shift, they are doubtless the most significantly affected. While most of their communications remain-childishly-banal, their capacity for careless and intentional cruelty has been exponentially increased. With the good, comes the bad. Violence-in all its forms-is still a relatively rare event for human beings in the United States. But electronic violence is a new animal, with new motives, new understandings, new rationales and new results. We are just beginning to tap into an understanding of how, why and where it occurs.
This volume is the result of research and partnerships developed by the Massachusetts Aggression Reduction Center at Bridgewater State University. Our focus is on developing the current literature on bullying prevention into the realm of electronic bullying. The Journal of Social Sciences has already published important papers in the area of gender and aggression, recently in 2010, Volume 6 (Edalati and Redzuan, 2010; Edalati et al., 2010).
Our research and fieldwork has increasingly honed in on bullying and the violence perpetrated online by children against their peers. The papers selected for admission into this Special Edition are:
* Cyber-bullying Education for Parents: A Guide for Clinicians, by Hannah (2010). This paper gives clinicians guidance on how to address with parents the task of teaching about cyber-bullying to their children, drawing from current research on gender differences and cyber-bullying
* Cyber-bullying Victimization and Behaviors Among Girls: Applying Research Findings in the Field, by Snell and Englander (2010). This paper reports the findings of a study on gender and cyber-bullying, including differences on how boys and girls report their experiences as both victims and perpetrators of cyber-bullying
* Many Sources, One Theme: Analysis of Cyber-bullying Prevention and Intervention Websites, by Ahlfors (2010). In this paper, Ahlfors reports on the information sources that are publicly available and how well these resources sync with professional knowledge about cyber-bullying
* Sexting, Texting, Cyber-bullying and Keeping Youth Safe Online, by D'Antona et al. (2010). This study discusses the analysis of different methodologies in educating children about cyber-bullying
* Cyber Bullying: Challenges and Strategies Faced by Juvenile Police Officers, by Thaxter (2010). Officer Thaxter, a school resource officer in Massachusetts, presents the obstacles to addressing cyber-bullying with children in schools and how law enforcement can overcome these to enrich the educational opportunities about cyber behaviors
* On the Front Lines: Educating Teachers about Bullying and Prevention Methods, by Glasner (2010). This paper reports on outcome data, specific to programming designed to educated faculty and staffin K-12 schools, about cyber-bullying
* Sexting and Youth: Achieving a Rational Response, by Willard (2010). In this study, Nancy Willard, a prominent attorney in the field of cyber-bullying, discusses the sometimes irrational response to adolescent nudity that characterizes the adult reaction to sexting.
Together, these articles help to underscore several important findings: First, online abuse (or "cyber-bullying") does not seem to always involve the same children who are at high risk for other types of aggression. Second, electronic aggression differs from its offline counterparts in the skewed ratio of intention to actual damage. Online, it's very easy (for both adults and children) to miscalculate the impact of a carelessly angry or even simply irritated remark. In addition, children (and some adults) have a profoundly difficult time understanding the truly public nature of their online communications. Finally, the constant availability of electronic communication tempts individuals to utilize it during more awkward or difficult social exchanges, which in turn may lead to more problems socially.
The production of this Special Edition could not have been possible with our reviewers and the staffat the Journal of Social Sciences, to whom we are indebted.
References
REFERENCES
Ahlfors, R., 2010. Many sources, one theme: Analysis of cyber-bullying prevention and intervention websites. J. Soc. Sci., 6: 515-522.
D'Antona, R., M. Kevorkian and A. Russom, 2010. Sexting, texting, cyber-bullying and keeping youth safe online. J. Soc. Sci., 6: 523-528.
Edalati, A. and M. Redzuan, 2010. A review: Dominance, marital satisfaction and female aggression. J. Soc. Sci., 6: 162-166.
Edalati, A., M. Redzuan, M. Mansor and M.A. Talib, 2010. Family values and female's psychological aggression. J. Soc. Sci., 6: 8-13.
Glasner, A.T., 2010. On the Front lines: Educating teachers about bullying and prevention methods. J. Soc. Sci., 6: 537-541.
Hannah, M., 2010. Cyber-bullying education for parents: A guide for clinicians. J. Soc. Sci., 6: 532-536.
Snell, P.A. and E.K. Englander, 2010. Cyber-bullying Victimization and behaviors among girls: Applying research findings in the field. J. Soc. Sci., 6: 510-514.
Thaxter, K., 2010. Cyber bullying: Challenges and strategies faced by juvenile police officers. J. Soc. Sci., 6: 529- 531.
Willard, N.E., 2010. Sexting and youth: Achieving a rational response. J. Soc. Sci., 6: 542-562.
AuthorAffiliation
Elizabeth K. Englander
Department of Psychology, Massachusetts Aggression Reduction Center,
Bridgewater State University, Bridgewater, MA 02325
Subject: Bullying; Gender; Violence; Journals
Publication title: Journal of Social Sciences
Volume: 6
Issue: 4
Pages: 508-509
Number of pages: 2
Publication year: 2010
Publication date: 2010
Year: 2010
Publisher: Science Publications
Place of publication: New York
Country of publication: United States
Publication subject: SOCIAL SCIENCES: COMPREHENSIVE WORKS
ISSN: 15493652
Source type: Scholarly Journals
Language of publication: English
Document type: General Information
ProQuest document ID: 1026789363
Document URL: http://search.proquest.com/docview/1026789363?accountid=87314
Copyright: Copyright Science Publications 2010
Last updated: 2012-09-25
Database: ProQuest Research Library: Social Sciences,ProQuest Social Science Journals
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Elizabeth, K. E. (2010). Editorial for the special issue on cyber-bullying. Journal of Social Sciences, 6(4), 508-509. Retrieved from http://search.proquest.com/docview/1026789363?accountid=87314
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1. Cyber bullying: protecting kids and adults from online bulliesDocument 1 of 1
Cyber bullying: protecting kids and adults from online bullies
Author: Sugarman, S
Publication info: Choice 48.10 (Jun 2011): 1851.
Abstract (Abstract): As researchers in the field, the authors are able to provide a timely, up-to-date examination of cyber bullying. They observe that bullying has been around a long time but that rapid developments in communication technology have changed and expanded it. Although many are aware of the danger of online sexual predators, there is insufficient recognition of the consequences of online bullying of young people by young people.
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Full text: 47-1144 HV6773 2008-45523 CIP McQuade, Samuel C., III. Cyber bullying: protecting kids and adults from online bullies, by Samuel C. McQuade III, James P. Colt, and Nancy B. B. Meyer. Praeger, 2009. 219p bibl index afp ISBN 9780313351938, $39.95. Reviewed in 2009oct CHOICE.
As researchers in the field, the authors are able to provide a timely, up-to-date examination of cyber bullying. They observe that bullying has been around a long time but that rapid developments in communication technology have changed and expanded it. Although many are aware of the danger of online sexual predators, there is insufficient recognition of the consequences of online bullying of young people by young people. One of the problems is that most adults are not as sophisticated as "digital youth" and therefore not aware of the multiple avenues that cell phones, e-mail, instant messaging, text messaging, online gaming, and social networks offer bullies. Another problem: victims rarely report harassment because they fear doing so will lead to further bullying or will result in curtailment of their access to technology. The authors maintain a balanced, thoughtful tone as they discuss research and legal issues and offer advice for parents, schools, and students themselves. A final chapter looks at bullying of older adults. The authors are careful not to sensationalize the topic, but they do include sidebars presenting personal experiences that vividly demonstrate the hazards of uncontrolled bullying. Summing Up: Highly recommended. Upper-division undergraduates; community and technical college students; faculty; professionals; general readers.-S. Sugarman, emerita, Bennington College
AuthorAffiliation
S. Sugarman, emerita, Bennington College
Subject: Book reviews; Nonfiction; Bullying; Internet crime; Children & youth
People: McQuade, Samuel C III
Publication title: Choice
Volume: 48
Issue: 10
Pages: 1851
Number of pages: 1
Publication year: 2011
Publication date: Jun 2011
Year: 2011
Section: NEW MEDIA: A SELECTION OF SIGNIFICANT CHOICE REVIEWS
Publisher: American Library Association dba CHOICE
Place of publication: Middletown
Country of publication: United States
Publication subject: Bibliographies, Publishing And Book Trade
ISSN: 00094978
CODEN: CHOIAV
Source type: Trade Journals
Language of publication: English
Document type: Book Review-Favorable
ProQuest document ID: 870604366
Document URL: http://search.proquest.com/docview/870604366?accountid=87314
Copyright: Copyright American Library Association dba CHOICE Jun 2011
Last updated: 2012-11-29
Database: ProQuest Research Library: Business,ProQuest Research Library: Literature & Language
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Sugarman, S. (2011). Cyber bullying: Protecting kids and adults from online bullies. Choice, 48(10), 1851. Retrieved from http://search.proquest.com/docview/870604366?accountid=87314
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1. Cyber Bullying: Challenges and Strategies Faced by Juvenile Police OfficersDocument 1 of 1
Cyber Bullying: Challenges and Strategies Faced by Juvenile Police Officers
Author: Thaxter, Ken
Publication info: Journal of Social Sciences 6.4 (2010): 529-531.
Abstract: One of the challenges of teaching pre-teens about the internet is their varying degrees and levels of involvement. The juvenile police officer brings a solid understanding of the laws as well as a strong knowledge of safety issues to the classroom, making them an excellent educational resource. Officers can utilize an educational approach with parents and students in which they define what cyber bullying is and, importantly, demonstrate that definition by describing real cases that I and other officers have addressed. This approach focused both on the effect that cyber bullying has on the victims and the impact of the online behavior on the atmosphere and climate at the school. Students and parents also need to learn about the potential consequences for the perpetrator. Finally, an important method for bridging varying degrees of involvement in bullying is to emphasize that all students play a role in cyber bullying prevention-not merely those who perpetrate it or are victimized by it. That lesson is accomplished through discussions about strategies that bystanders can use to intervene. [PUBLICATION ABSTRACT]
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Full text: Headnote
Abstract: One of the challenges of teaching pre-teens about the internet is their varying degrees and levels of involvement. The juvenile police officer brings a solid understanding of the laws as well as a strong knowledge of safety issues to the classroom, making them an excellent educational resource. Officers can utilize an educational approach with parents and students in which they define what cyber bullying is and, importantly, demonstrate that definition by describing real cases that I and other officers have addressed. This approach focused both on the effect that cyber bullying has on the victims and the impact of the online behavior on the atmosphere and climate at the school. Students and parents also need to learn about the potential consequences for the perpetrator. Finally, an important method for bridging varying degrees of involvement in bullying is to emphasize that all students play a role in cyber bullying prevention-not merely those who perpetrate it or are victimized by it. That lesson is accomplished through discussions about strategies that bystanders can use to intervene.
Key words: Cyber bullying, online bullying, school resource officer, juvenile police officers
INTRODUCTION
Education, intervention and adjudication are the main strategies for juvenile police officers handling the issue of cyber bullying in schools. The juvenile police officer brings a solid understanding of the laws as well as a strong knowledge of safety issues to the classroom, making them an excellent educational resource. Many police officers, parents and educators are intimidated by the technological aspects of cyber bullying (Juvonen and Gross, 2008). I approach the topic by addressing the bullying aspect and its relation to the overall safety of the School.
My educational approach with parents and students defines what cyber bullying is and demonstrates that definition by describing both cases that I and other officers have addressed. I then focus on the effect that cyber bullying has on the victims and on the atmosphere and climate at the school, as well as the potential consequences that it has for the perpetrator. Most importantly, strategies for bystanders to intervene are discussed. I stress the importance of reporting cyber bullying to adults and the mechanisms for doing this.
One of the challenges of teaching pre-teens about the internet is their varying degrees and levels of involvement. It can be a struggle to attempt to "reach" students by engaging them in activities in which they are interested, because engaging them where their interests lay may unintentionally promote inappropriate behavior. For example, in one lesson, I asked a group of students to raise their hands if they had a face book page. A majority of the 6th grade students, who range in age from 11-12, responded that they did. I then asked them to examine the profile page which I had set up for our drug and alcohol program that I teach, recommending that they join my group and encourage their parents to also do so. My intent was to have a community clearing-house for important safety information as well as establishing a communication mechanism that is familiar and comfortable for students.
Following the presentation, however, I had a parent contact me with some concerns. The parent raised an important issue, expressing the very valid concern that my presentation might inadvertently encourage preteens to participate on social networking websites such as face book (where the minimum age for use is 13, despite widespread use by younger children). They also asked if I felt that their personal reluctance to allow their child access to face book could be causing their child problems with regard to peer pressure and "fitting in". This contact prompted me to reconsider my discussion of the issue in my student presentation and thereafter I pointedly reminded students that face book is intended for use by high school and college students (and older adults, of course). Because face book is not intended for pre-teens, I explained that their participation in Facebook needed to be with the full knowledge of and in cooperation with their parents and that their parents are the final decision makers with regards to their internet communications.
Intervention is also a very necessary and important reality for juvenile police officers. Despite the fact that many acts of cyber bullying actually occur outside of the school property and hours, the behavioral impact of cyber bullying often spills over into the school climate. While it can be tempting to leave such incidents alone, unfortunately, there are numerous examples of students who were bullied, only to violently act out in school or commit suicide. Complicating intervention is the issue of jurisdiction. In helping to determine appropriate jurisdiction case by case, it is important that school administration and law enforcement form a partnership and exchange information. Ideally, a written memorandum of understanding should be developed between schools and local law enforcement which addresses the specific issue of cyber bullying (Lexington Public Schools, 2007; Sumalatha and Ramakrishnaiah, 2004).
It is often the case that law enforcement may assist schools in resolving incidents successfully. In a recent example, the parents of a sixth grade girl reported to the police department that their daughter was involved in an on-line chat at home when several other unidentified students referred to her as a virgin and suggested that they have sex with her, causing her fear and distress. Not being technologically proficient, the parents took a digital photograph of the computer monitor and brought it my attention. I was able to work with school personnel to determine the identities of the other students by their screen names. We then met with these students and parents resulting in no further incidents. In this case, the initial contact was made to police; however, it was handled in the school environment.
In other cases schools may need more involvement from law enforcement to successfully resolve an incident. In such a recent case, a 17 year old student created a my space page using the identity of a former teacher who had recently changed professions and who did not have his/her own legitimate profile. The publicly-available area of the profile featured an image of the teacher as well as some identifying information and was designed to present itself as a legitimate profile authored by the former teacher themselves. However, an area of the profile which was designated "private" (that is, available only to those whom the author permitted viewing) featured accusations of sexual acts and deviances. The private area of the page was also being used as a portal or straw site for a group of students to communicate and tight control was kept on who could become a friend. A student who had been allowed access to the private area realized the potential harm and informed the school administration, who in turn, contacted my office. The reporting student provided printouts of several days of communications.
Although used mostly in cases of credit theft, under Massachusetts law, a person who "poses as another... with the purpose of harassing that person" has committed the crime of identity fraud (General Laws of Massachusetts, 2010a). In this case, I contacted the victim, who was unaware of the my space page, but understandably expressed great concern as they were currently in the process of interviewing for several positions and feared the fraudulent profile might impact their employment opportunities. I interviewed the student, who admitted (in the face of the evidence) to creating the page. The student further added that it was "just a joke and they didn't mean anything by it", although they did acknowledge disliking this particular teacher. I explained to the student and the student's parents that charges could be filed. Legally, since the student was now aware of the victim's concern, any further actions by the student would constitute harassment (General Laws of Massachusetts, 2010c). In light of this information and with additional assistance from the school and further outreach to the victim, a full apology was arranged and accepted.
Adjudication is the final strategy that police use when dealing with cyber bullying. Bringing charges against students who cyber bully should only be considered when education and intervention have been attempted and have failed. Prosecutorial discretion should be used based on the specifics of the offender and victim and the overall effect on the school climate. When the decision is made to pursue charges, the goal with juveniles is rehabilitation by working with juvenile courts through diversion programs.
There are several challenges to adjudication faced by police. First, cyber bullying investigations of students under 17 years old that could result in criminal charges have the potential of triggering Miranda warnings and therefore require the presence of a parent or interested adult. Law enforcement must also be careful that while in partnership with the schools they do not make the administration an agent of law enforcement during investigations. This could result in important information being inadmissible in court.
Second, officers need to maintain a working knowledge of the latest technology and social networking sites to successfully investigate cyber bullying cases, which can be a challenge among police officers who are intimidated by technological advances (Juvonen and Gross, 2008). Unlike conventional bullying, cyber bullying leaves a trail. Verbal threats, taunting and fighting on the playground may be difficult to investigate, but online bullying produces an electronic footprint. Despite the perceived anonymity of the internet, law enforcement has many tools to investigate and track cases cyber bullying.
Third, similar to many other state, Massachusetts has no specific law addressing cyber bullying. Our legislators, however, have recently amended several laws to include the phrase "electronic communications". This allows law enforcement to use existing laws to address cyber bullying. For example, criminal harassment laws can be used in cases where texting is used to threaten or bully a victim. Additionally, as I outlined above, identity fraud laws can be utilized in cases where web pages are created using another person's identity. Also, the felony of malicious destruction of property was amended to include electronically stored data and can be used in cases of hacking into web sites (General Laws of Massachusetts, 2010b).
CONCLUSION
The role of the juvenile police officer in a post Columbine era has changed from reactive to proactive. Addressing the problem of cyber bullying through early education and intervention, as opposed to adjudication after the fact, is vital in securing a safe school environment. Changing technology in the face of a sometimes slow to respond criminal justice system and parental apathy arising from the lack of understanding of the impact of cyber bullying, are both issues that police officers who work in the schools must face.
References
REFERENCES
General Laws of Massachusetts, 2010a. Use of personal identification of another; identity fraud; penalty; restitution. The General Court. http://170.63.97.68/legis/laws/mgl/266-37e.htm
General Laws of Massachusetts, 2010b. Personal property; malicious or wanton injuries. The General Court. http://170.63.97.68/legis/laws/mgl/266-127.htm
General Laws of Massachusetts, 2010c. Criminal harassment; punishment. The General Court. http://www.mass.gov/legis/laws/mgl/265-43a.htm
Juvonen, J. and E.F. Gross, 2008. Extending the school grounds?-bullying experiences in cyberspace. J. School Health, 78: 496-505. DOI: 10.1111/j.1746- 1561.2008.00335.x
Lexington Public Schools, 2007. Memorandum of understanding between Lexington public schools and Lexington police department. Public Protection, Anti-Terrorism, Corruption and Technology Unit. http://lps.Lexingtonma.org/Current/LPSPoliceMO A.pdf
Sumalatha, K. and D. Ramakrishnaiah, 2004. Sex bias in secondary school social studies textbooks: A case study in India. Am. J. Applied Sci., 1: 62-63. DOI: 10.3844/.2004.62.63
AuthorAffiliation
Ken Thaxter
Department of Police, Town of West Bridgewater, West Bridgewater, Massachusetts, USA
Subject: Bullying; School environment; Police; Law enforcement; Education; Students; Teaching; Behavior; Books; Intervention; State laws; Jurisdiction; School administration; Criminal investigations
Publication title: Journal of Social Sciences
Volume: 6
Issue: 4
Pages: 529-531
Number of pages: 3
Publication year: 2010
Publication date: 2010
Year: 2010
Publisher: Science Publications
Place of publication: New York
Country of publication: United States
Publication subject: SOCIAL SCIENCES: COMPREHENSIVE WORKS
ISSN: 15493652
Source type: Scholarly Journals
Language of publication: English
Document type: Feature
Document feature: References
ProQuest document ID: 1026793199
Document URL: http://search.proquest.com/docview/1026793199?accountid=87314
Copyright: Copyright Science Publications 2010
Last updated: 2012-09-25
Database: ProQuest Research Library: Social Sciences,ProQuest Social Science Journals
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Thaxter, K. (2010). Cyber bullying: Challenges and strategies faced by juvenile police officers. Journal of Social Sciences, 6(4), 529-531. Retrieved from http://search.proquest.com/docview/1026793199?accountid=87314
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1. Cyber bullying: protecting kids and adults from online bulliesDocument 1 of 1
Cyber bullying: protecting kids and adults from online bullies
Author: Sugarman, S
Publication info: Choice 47.2 (Oct 2009): 397.
Abstract (Abstract): As researchers in the field, the authors are able to provide a timely, up-to-date examination of cyber bullying. They observe that bullying has been around a long time but that rapid developments in communication technology have changed and expanded it. Although many are aware of the danger of online sexual predators, there is insufficienr recognition of the consequences of online bullying of young people by young people.
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Full text: 47-1144 HV6773 2008-45523 CIP McQuade, Samuel C, III. Cyber bullying: protecting kids and adults from online bullies, by Samuel C. McQuade III, James P. Colt, and Nancy B. B. Meyer. Praeger, 2009. 219p bibl index afp ISBN 9780313351938, $39.95
As researchers in the field, the authors are able to provide a timely, up-to-date examination of cyber bullying. They observe that bullying has been around a long time but that rapid developments in communication technology have changed and expanded it. Although many are aware of the danger of online sexual predators, there is insufficienr recognition of the consequences of online bullying of young people by young people. One of the problems is that most adults are not as sophisticated as "digital youth" and therefore not aware of the multiple avenues that cell phones, e-mail, instant messaging, text messaging, online gaming, and social networks offer bullies. Another problem: victims rarely report harassment because they fear doing so will lead to further bullying or will result in curtailment of their access to technology. The authors maintain a balanced, thoughtful tone as they discuss research and legal issues and offer advice for parents, schools, and students themselves. A final chapter looks ar bullying of older adults. The authors are careful not to sensationalize the topic, but they do include sidebats presenting personal experiences that vividly demonstrare the hazards of uncontrolled bullying. Summing Up: Highly recommended. *** Upper-division undergraduates; community and technical college students; faculty; professionals; general readers. - S. Sugarman, emerita, Bennington College
AuthorAffiliation
S. Sugarman, emerita, Bennington College
Subject: Book reviews; Nonfiction; Bullying; Internet; Children & youth; Adults
People: McQuade, Samuel C III, Colt, James P, Meyer, Nancy B B
Publication title: Choice
Volume: 47
Issue: 2
Pages: 397
Number of pages: 1
Publication year: 2009
Publication date: Oct 2009
Year: 2009
Section: Reviews: Social & Behavioral Sciences
Publisher: American Library Association dba CHOICE
Place of publication: Middletown
Country of publication: United States
Publication subject: Bibliographies, Publishing And Book Trade
ISSN: 00094978
CODEN: CHOIAV
Source type: Trade Journals
Language of publication: English
Document type: Book Review-Favorable
ProQuest document ID: 225702928
Document URL: http://search.proquest.com/docview/225702928?accountid=87314
Copyright: Copyright American Library Association dba CHOICE Oct 2009
Last updated: 2012-11-29
Database: ProQuest Research Library: Business,ProQuest Research Library: Literature & Language
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Sugarman, S. (2009). Cyber bullying: Protecting kids and adults from online bullies. Choice, 47(2), 397. Retrieved from http://search.proquest.com/docview/225702928?accountid=87314
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1. Cyber-Bullying: Creating a Culture of Respect in a Cyber WorldDocument 1 of 1
Cyber-Bullying: Creating a Culture of Respect in a Cyber World
Author: Keith, Susan; Martin, Michelle E
Publication info: Reclaiming Children and Youth 13.4 (Winter 2005): 224-228.
Abstract: In the 1990s, many incidents revolved around student-on-student violence, usually involving guns. Schools implemented many programs to keep guns and gangs out of schools. In the 21st Century, school violence is taking on a new and more insidious form. New technologies have made it easier for bullies to gain access to their victims. This form of bullying has become known as cyber-bullying. This article provides a window on this little known world and offers practical suggestions for dealing with this new challenge. [PUBLICATION ABSTRACT]
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Full text: Headnote
In the 1990s, many incidents revolved around student-on-student violence, usually involving guns. Schools implemented many programs to keep guns and gangs out of schools. In the 21st Century, school violence is taking on a new and more insidious form. New technologies have made it easier for bullies to gain access to their victims. This form of bullying has become known as cyber-bullying. This article provides a window on this little known world and offers practical suggestions for dealing with this new challenge.
When we think about school violence, events like Columbine come to mind. Looking back at the incident, Andy Carvin for The Digital Beat reminds his readers that one of the killers, Eric Harris, had his own web site that contained "conspicuous threats against fellow students" (Carvin, 2000). It was brought to the attention of the police and led to both Harris and Klebold being questioned about the incident and was an early example of what is now called "cyber bullying."
Bill Belsey, a nationally recognized educator from Alberta, Canada, gives this definition:
Cyber-bullying involves the use of information and communication technologies such as e-mail, cell phone and pager text messages, instant messaging (IM), defamatory personal Web sites, and defamatory online personal polling Web sites, to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others. (Belsey, 2004)
Cyber-bullying, while being similar in its intent to hurt others through power and control, is different due to the use of these new technologies. Nowadays, kids are always connected or wired, and communicate in ways that are often unknown by adults and away from their supervision. This can make it hard for parents and school administrators to both understand the nature of the problem and do something about it.
Several surveys have been taken to get a handle on the number of children across the country who have experienced cyber-bullying. It is estimated that 91% of kids 12 to 15 years old and almost all teens (99%) ages 16 to 18 use the Internet (UCLA Internet Report, 2003). Much of their time online is spent talking with other kids. i-SAFE America, an internet safety education foundation, conducted a nationwide survey of 1,566 students from grades four to eight to find out their experiences with bullying online (National i-Safe Survey, 2004).
The survey found:
* 57% of students said that someone had said hurtful or angry things to them online with 13% saying it happens "quite often" N
* 53% of students admit saying mean or hurtful things to someone online and 7% admit to doing it "quite often"
* 35% of students have been threatened online with 5% saying it happens "quite often"
* 42% have been bullied online with 7% saying it happens "quite often"
* 20% have received mean or threatening e-mails
* 58% have not told their parents or another adult about their experiences online
Another survey conducted by the Crimes against Children Research Center at the University of New Hampshire (Wollack &Mitchell, 2000) found that along with sexual solicitations and approaches online (19% of children surveyed received unwanted sexual solicitation), six percent of the young people surveyed experienced harassing incidents, including threats, rumors, or other offensive behavior, and two percent reported episodes of distressing harassment that they described as making them feel very or extremely upset or afraid.
Most parents tend to think that this kind of bullying is uncommon and that their child would never do something this mean. Unfortunately not so, according to Alane Fagin, the executive director of Child Abuse Prevention Services (CAPS). On-line bullying has become very common and is particularly easy for girls to do. This is an example of relational aggression where girls use relationships as weapons. Imagine, she says, a group of girls sitting around a computer. The person being instant messaged thinks she is only talking to one person. Before she knows it, the "target" has said something negative about one of the group. The group then starts gossiping about her. "This leads to social isolation," says Fagin (cited in Wolfe, 2004).
In general, girls inflict virtual abuse more than boys through instant messaging, online conversations, and e-mails. A survey of girls ages 12 to 18 found that 74% of adolescent girls spend the majority of their time online in chat rooms or sending instant messages and e-mail (Migliore, 2003). Boys are more likely to make online threats and build websites targeting others. It can be much more difficult to identify bullies in cyberspace. Online screen names and e-mail addresses can hide a person's true identity. It is easier to bully someone you don't have to face. With no boundaries or tangible consequences, children are using technology to vent normal frustrations in ways that can become very destructive.
Traditionally, home was a place where a kid could go to escape his bully. With advances in technology, home is no longer a haven. Glenn Stutzky, a School Safety Violence Specialist at Michigan State University, said that today's bullies use technology to spread rumors and threats, making life miserable for their victims throughout the day and night. Today's kids have to deal with bullying in its newest forms: text messages, e-mail, websites, on-line voting booths, and blogs. They cannot escape their bully because he can now follow them home. This is the new reality.
In the past several years, parents have provided cell phones for their children in order to keep track of them and to keep them safe. The same cell phones that make parents feel more connected to their children have become tools of harassment. And the newest forms of cell phones include the ability to send text messages, pictures, and even live video. In the hands of bored teenagers, these additions can become weapons for bullies to spread rumors as well as pictures of unsuspecting kids in locker rooms. Stutzky provides examples of a middle school girl and a straight high school boy. The girl returned from vacation in Canada to find out that someone had spread rumors through text messages that she had contracted SARS. The boy was harassed by text messages implying he was gay. Stutzky states that "(children) are at a very vulnerable time in their development, and while these comments may seem silly to people who have matured, they are very devastating to the young people on the receiving end" (Wendland, 2003).
Websites can provide places where children can gain knowledge and communicate with others who share the same interests. This same benefit can also be used to do harm. Some children are now using Websites to mock, harass, and torment others. Bullies post slurs on Websites where kids congregate, or on personal on-line journals, called Web logs or Blogs. They can post pictures of students they don't like or create online voting booths. An example of the latter was set up by a group of Manhattan (New York) students who decided to create a Website to determine who was the biggest "ho" (Benfer, 2003). Called the Interschool Ho and posted on a free Website called freevote.com, this voting booth accumulated a list of 150 students along with their rank. It took a call by the Brooklyn district attorney to force freevote.com to shut down the site.
Alane Fagin (cited in Wolfe, 2004) also writes about Jay, who, along with some friends, created a "hit list" of kids from their middle school that they "just didn't like" and put it on the Internet. Jay describes a bunch of bored, 13-year-old kids who just started "fooling around." They wanted to change their image from being "clean-cut kids" to being "tough guys." On the site, he and his friends wrote about wanting to "weed out the people we didn't like. Anybody that we didn't hang out with was on the list. We titled it 'People We're Gonna Whack.'" When other students started visiting the site, one of the people on the list brought it to the attention of the principal. Initially, Jay and his friends only received a verbal reprimand by the school. Because their names were on the site, though, a parent brought it to the attention of the police. After four months, the police filed no charges. The consequence for the boys was the loss of trust from their parents, teachers, and peers.
An extreme case of Website bullying took place in Dallas (Benfer, 2003). A sophomore at a local high school was harassed about her weight. She was called a "fat cow MOO BITCH" on the school's message boards. Besides making fun of her weight, the anonymous writer also made fun of the fact that she suffered from multiple sclerosis, saying, "I guess I'll have to wait until you kill yourself which I hope is not long from now, or I'll have to wait until your disease [MS] kills you." This bullying escalated to action, with the student getting her car egged and a bottle of acid thrown at her front door, resulting in injury for her mother.
Part of the problem in combating cyber-bullying, say experts, is that parents and kids relate to technology very differently. Most adults approach computers as practical tools, while for kids the Internet is a lifeline to their peer group. "Cyber-bullying is practically subterranean because it lives in the world of young people," says Belsey (2004). "Kids know there is a gap in the understanding of technology between themselves and their parents, and their fear is not only that the parents' response may make the bullying worse, but that the adults will take the technology away."
So what are some signs that your child or student is being cyber-bullied? The Australian Government (2004) lists the following signs as things to look for:
* Spending a lot of time on the computer;
* Having trouble sleeping or having nightmares;
* Feeling depressed or crying without reason;
* Mood swings;
* Feeling unwell;
* Becoming anti-social; and
* Falling behind in homework.
It is a fascinating time in history. Children have opportunities for learning that previously seemed like science fiction. Schools, parents and children gain much from these advances in technology, but at the same time, they create unique challenges. The primary thing that adults need to do is to be more knowledgeable regarding the use of current technology and the ways and means that children are using them. Many parents and teachers, who were not raised in a cyber world, do not feel comfortable with the tools children are using. By guiding children to use the technology in ways that promote respect, understanding, and responsibility, we can lessen the impact of this new form of bullying. (See Figure 1.)
Glossary of Some Common
Terms Taken from www.webopedia.com:
E-mail: Short for electronic mail, the transmission of messages over communications networks. The messages can be notes entered from the keyboard or electronic files stored on disk. Most mainframes, minicomputers, and computer networks have an email system. Some electronic-mail systems are confined to a single computer system or network, but others have gateways to other computer systems, enabling users to send electronic mail anywhere in the world. Companies that are fully computerized make extensive use of e-mail because it is fast, flexible, and reliable.
Instant Messaging: A type of communications service that enables you to create a private chat room with another individual. Typically, the instant messaging system alerts you whenever somebody on your private list is online. You can then initiate a chat session with that particular individual.
Chat rooms: Real-time communication between two users via computer. Once a chat has been initiated, either user can enter text by typing on the keyboard and the entered text will appear on the other user's monitor. Most networks and online services offer a chat feature.
Text-messages: Sending short text messages to a device such as a cellular phone, PDA (personal digital assistant), or pager. Text messaging is used for messages that are no longer than a few hundred characters. The term is usually applied to messaging that takes place between two or more mobile devices.
Websites: A system of Internet servers that support specially formatted documents. The documents are formatted in a markup language called HTML (HyperText Markup Language) that supports links to other documents, as well as graphics, audio, and video files. This means you can jump from one document to another simply by clicking on hot spots. Not all Internet servers are part of the World Wide Web.
Voting booths: Some Websites such as www.freevote.com offer users the opportunity to create online polling/voting booths.
Blogs: Short for Web log, a blog is a Web page that serves as a publicly accessible personal journal for an individual. Typically updated daily, blogs often reflect the personality of the author.
(Copyright 2004, Jupitermedia Corporation. All Rights Reserved. Definitions used with permission.)
References
REFERENCES
Australian Government. (2004). What are the signs that a child is being cyber bullied? Retrieved August 1, 2004 from NetAlert Limited Web site: http://www.netalert.net.au/01154-What-are-the-signsthat-a-child-is-being-cyber-bullied.asp?qid=4047
Belsey, Bill. (2004). Cyberbullying.ca. Retrieved July 31, 2004, from Web site: www.cyberbullying.ca
Benfer, A. (2003, July 3). Cyber slammed: Kids are getting arrested for raunchy online bullying. It's definitely offensive, but is it against the law? Retrieved July 23, 2004 from Salon.com Web site: http: / / dir.salon.com / mwt / feature / 2001 / 07 / 03 / cyber_bullies / index.html?sid=1039555
Carvin, A. (2000, April 20). Student free speech rights on the Internet and the ghosts of Columbine. The Digital Beat, Vol. 2, No. 29. Retrieved July 31, 2004, from http://www.benton.org/publibrary / digitalbeat / db042000.html
Migliore, D. (2003, March 18). Bullies torment victims with technology. Retrieved July 20, 2004, from http: //www.azprevention.org/ In_The_News / Newsletters / Newsletters_March_2003_B.jsp
National i-SAFE Survey. (2004, June 28). National i-SAFE survey finds over half of students are being harassed online. Retrieved July 21, 2004, from www.isafe.org
UCLA Internet Report. (2003, February). UCLA internet report: Surveying the digital future-year three. Retrieved July 23, 2004, from http://www.polarityinc.com/Content/UCLA-InternetReport-Year-Three.pdf
Wendland, M. (2003, November 17). Cyber-bullies make it tough for kids to leave playground. Detroit Free Press. Retrieved July 21, 2004 from http: / / www.freep.com/money / tech / m wend17_20031117.htm
Wollack, J., &Mitchell, K. (2000, June). Youth internet safety survey. University of New Hampshire, Crimes against Children Research Center. Retrieved July 20, 2004 from www.unh.edu/ccrc/ projects / internet_survey.html
Wolfe, M. (2004). Cyber brats: Bullies who taunt their peers with the click of a mouse. Retrieved July 20, 2004, from Long Island Parenting News Web site: http://longisland.parenthood.com/ Articles.html?article_id=4334&segid=140
AuthorAffiliation
Susan Keith, B.A. is a professional staff instructor with the Crisis Prevention Institute, Inc. Prior to joining the Crisis Prevention Institute, she was a Sign Language interpreter for the Milwaukee Public Schools. She has also worked in residential care settings with emotionally disturbed and develop-mentally delayed adults and children and served as a Peace Corps volunteer. She may be reached at [email protected]
Michelle E. Martin, MA, is a professional staff instructor with the Crisis Prevention Institute, Inc. Prior to joining the Crisis Prevention Institute, she worked for 10 years as an educator, teaching mathematics and ESL, and providing counseling and orientation to foreign students at Northeastern University in Boston. She may be reached at [email protected]
Subject: School violence; Gangs; School discipline; Bullying; At risk youth
Publication title: Reclaiming Children and Youth
Volume: 13
Issue: 4
Pages: 224-228
Number of pages: 5
Publication year: 2005
Publication date: Winter 2005
Year: 2005
Section: crisis prevention briefs
Publisher: Starr Global Learning Network (dba Reclaiming Youth International)
Place of publication: Bloomington
Country of publication: United States
Publication subject: Children And Youth - About, Psychology
ISSN: 10895701
CODEN: RCYOFU
Source type: Scholarly Journals
Language of publication: English
Document type: Feature
Document feature: Photographs; References
ProQuest document ID: 214193728
Document URL: http://search.proquest.com/docview/214193728?accountid=87314
Copyright: Copyright Reclaiming Children & Youth Winter 2005
Last updated: 2011-09-01
Database: ProQuest Research Library: Business,ProQuest Research Library: Health & Medicine,ProQuest Health & Medical Complete,ProQuest Research Library: History,ProQuest Criminal Justice,ProQuest; Family Health,ProQuest Research Library: Literature & Language,ProQuest Research Library: The Arts,ProQuest Education Journals,ProQuest Research Library: Science & Technology,ProQuest; Psychology Journals,ProQuest Research Library: Social Sciences
BibliographyBibliography
Citation style: APA 6th - American Psychological Association, 6th Edition
Keith, S., & Michelle, E. M. (2005). Cyber-bullying: Creating a culture of respect in a cyber world. Reclaiming Children and Youth, 13(4), 224-228. Retrieved from http://search.proquest.com/docview/214193728?accountid=87314
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Assignment 1: Discussion
By Saturday, August 3, 2013, in this Discussion Area, post the rough draft of your Research Topic and Source Evaluation Essay. In this essay you will present the topic you have selected from the choices you considered in your essay in Week 1 and share your evaluation of the sources you plan to use in that final research essay.
Start by choosing your topic, and then review the lectures “Evaluating Text Sources” and “Evaluating Electronic Sources” from Week 1. Then locate and download at least eight full-text articles from the South University Online Library and save them to your computer, because you will need them for your work this week and every week until you complete the final draft of your final essay. Choose articles that can stand up to the criteria in the guidelines contained in the lectures regarding the evaluation of sources.
For the short essay this week, you will write an introduction that first captures the attention of your readers for the start of your research project and then presents your thesis statement, which shares the goals of this essay:
· to announce the topic of your final essay.
· to verify the credibility of the sources you have located for use in your final essay.
Within the body of this essay, you will present the sources you will use in your final research project, and you will make sure to use APA in-text citation correctly as you refer to the articles you are evaluating. In addition, you will provide a references page at the end of your essay that includes correctly formatted entries for each of the articles you discuss.
The body of the essay should contain four or five paragraphs and needs to be organized logically. You might choose to organize the body of this essay in a few paragraphs, each of which presents sources that take a particular point of view on the topic you will use for your final research essay; you might also choose to organize the essay by the kinds of articles you have located, including research studies, governments sources, analytical articles in scholarly journals, and other sources. Whichever logic you choose for your organizational strategy, you must convince your readers that each article you have selected provides credible information on the topic you are addressing in your final research essay, information which is trustworthy and based on solid research and analysis. If an article cannot stand up to scrutiny, then you should not include it in your essay or use it in your final research project for the course.
Finally you will conclude this short essay in a paragraph that contains an overall assessment of the quality of your sources and reaffirms the choice you have made for your research topic for your final project.
Be sure to realize that you are not taking a position on your topic in this essay, and you are not even sharing the specific information you get from each source. Instead, you are convincing us that you have located sources that are knowledgeable and credible and that these sources are acceptable to be used as evidence in your final essay whose rough draft and final draft you will finally write in Week 5.
Once you compose your rough draft, be sure that you have included a clear thesis statement that presents the topic of your research essay and that the body of the essay evaluates at least eight potential sources of information that you will use in your final essay. Also be sure that your essay has a conclusion to bring your work of evaluating your sources to a satisfying close.
By Saturday, August 3, 2013, post your rough draft of your Final Research Essay Topic and Source Evaluation Essay to the Discussion Area. Before proceeding to W2 Assignment 3, provide feedback to at least two of your peers using the criteria below.
Peer Review Criteria
1. Evaluate the thesis statement: Note whether the author’s topic and overall assessment of these particular articles are clearly stated. Make suggestions to help with the wording if you think it will help the author’s clarity.
2. Share any concerns you have about the credibility of the author’s sources. You can also suggest other sources or kinds of sources that would help the author to have the most comprehensive understanding of his or her particular topic.
3. Note which articles that the author evaluates seem to be the most credible and authoritative and which seem less reputable.
4. Note whether this short essay convinces you that the author has located sufficient materials to be knowledgeable about his or her topic for the final essay and, therefore, is ready to proceed to the next stage in the process working toward the final essay.
5. Offer corrections to errors in in-text citations and references. We want to have a discussion about how to correctly format citations and references so that this aspect of writing is also made clear in the process of writing.
|
Grading Criteria |
Maximum Points |
|
Quality of initial posting. · Posts a rough draft of at least five paragraphs |
16 |
|
Frequency of responses to classmates. · Provides thoughtful feedback to at least two peers |
16 |
|
Quality of responses to classmates: · Uses Feedback Criteria to focus peer feedback and develops responses thoughtfully and fully |
16 |
|
Reference to supporting readings. · In-text citations and references are provided in the rough draft and in peer feedback correctly and as necessary |
16 |
|
Language and Grammar: · All work is appropriately edited |
16 |
|
Total: |
80 |
|
|
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