This document discusses cyber bullying and internet addiction. It defines cyber bullying as cruel behavior online such as sending harmful messages or posts. There are different types of cyber bullying like flaming, harassment, and exclusion. The document also examines the prevalence of cyber bullying, noting it typically affects children ages 9-14. Current anti-bullying programs and their limitations are outlined. Internet addiction is defined as excessive internet use that harms the user. Three subtypes are excessive gaming, sexual preoccupations, and email/text messaging. The document highlights risks of unregulated internet use and need for education on responsible online behavior.

1. CYBER BULLYING
&
Internet Addiction
By Reuben Millare

2. CYBER BULLYING IS…
Being cruel to others by sending or posting harmful
material using technological means;
an individual or group that uses
information and communication involving
electronic technologies to facilitate
deliberate and repeated harassment or
threat to an individual or group.
Also known as:
‘Electronic Bullying’ &
‘Online Social Cruelty’

3. CYBER BULLIES’ TECHNOLOGYl
❑ E-mail
❑ Cell phones
❑ Pager text messages
❑ Instant messaging
❑ Defamatory personal web sites
❑ Defamatory online personal polling
web sites
❑ Chat rooms

4. DIFFERENCESl
BULLYING
■ DIRECT
■ Occurs on
school property
■ Poor relationships
with teachers
■ Fear retribution
Physical: Hitting, Punching &
Shoving
Verbal: Teasing, Name calling
& Gossip
Nonverbal: Use of gestures &
Exclusion
CYBERBULLYING
■ ANONYMOUS
■ Occurs off
school property
■ Good relationships with
teachers
■ Fear loss of technology
privileges
■ Further under the radar than
bullying
■ Emotional reactions cannot be
determined

5. CYBER BULLYING TYPESl
■ “Flaming’: Online fights using electronic messages with
angry and vulgar language
■ “Harassment”: Repeatedly sending offensive, rude, and
insulting messages
■ “Cyber stalking”: Repeatedly sending messages that
include threats of harm or are highly intimidating. Engaging
in other online activities that make a person afraid for his or
her own safety
■ “Denigration”: ‘Dissing’ someone online. Sending or
posting cruel gossip or rumors about a person to damage his
or her reputation or friendships

6. CYBER BULLYING TYPESl
■ “Impersonation”: Pretending to be someone else and
sending or posting material online that makes that person
look bad, gets that person in trouble or danger, or damages
that person’s reputation or friendships
■ “Snitching”: Sharing someone’s secret or embarrassing
information online. Tricking someone into revealing secrets
or embarrassing information which is then shared online
■ “Exclusion”: Intentionally excluding someone from an
online group

7. CYBER BULLYING
PREVALENCEl
■ Cyber bullying typically starts at about
9 years of age and usually ends after 14
years of age; after 14, it becomes cyber
or sexual harassment due to nature of
acts and age of actors
■ Affects 65-85% of kids in the core
group directly or indirectly through
close friends

8. CYBER BULLYING
LEGAL ISSUES
Criminal Law Limits
The following kinds of speech can lead to arrest &
prosecution:
■ Making threats of violence to people or their
property
■ Engaging in coercion
■ Making obscene or harassing phone calls
■ Harassment or stalking
■ Hate or bias crimes
■ Creating or sending sexually explicit images of teens
■ Sexual exploitation
■ Taking a photo of someone in place where privacy
expected

9. CYBER BULLYING
LEGAL ISSUES
Addressing the Harm of Online Social Cruelty’
Law Enforcement should be contacted if
educator becomes aware of:
■ Death threats or threats of other forms of violence
to a person or property
■ Excessive intimidation or extortion
■ Threats or intimidation that involve any form of
bias or discrimination
■ Any evidence of sexual exploitation

10. CYBER BULLYING
LEGAL ISSUES
‘Offsite Internet Activities and Schools’
Conflicting decisions in regard to school’s authority with respect
to cases under state and federal jurisdictions
School should seek legal consult often beyond regular school
attorney (e.g., a constitutional or cyber-free speech lawyer)
‘Within School Authority’ Guidelines:
■ Clear-cut threats
■ Clearly disruptive of school discipline
■ encouraged to visit website; student accesses or works on
website in school
■ School owned website or school-sponsored project website
■ Any proof of in-school impact (e.g., materials on grounds;
psychosocial, behavioral or academic impact on others)
■ Proof the student’s website or harassment has had impact on
staff

11. CYBER BULLYING
LEGAL ISSUES
‘What Everyone Needs to Know About
Cyber Bullying’
Many cases of child cyber bullying, like adult
counterparts of cyber-harassment, not criminal
Law Enforcement needs to be aware of:
■ Difference between annoying and dangerous communications
■ How to investigate a cyber crime
■ How to obtain information from an ISP

12. CURRENT ANTI-BULLYING PROGRAMS
Zero Tolerance & “3 Strikes
& Out”
Negatively impacts on willingness to report
Casts large net
Bullies need pro-social role models
Anger Management, Skill Building, Empathy Building, Self-Esteem
Enhancement
Group members serve as role models & reinforcers of bullying, anti-social
behavior
Bullies don’t need self-esteem boosted
Mediation
Appropriate in cases of equal power, not bully & victim
Parallels possible in doing mediation in domestic violence
Appropriate message to bullies: Your behavior is inappropriate, won’t be
tolerated
Message to victim: No one deserves to be bullied and we’re going to try to
stop it

13. CURRENT CYBER BULLYING
PROGRAMS & RESPONSES
What Everyone Needs to Know About
Cyber bullying’
Education of Children:
■ All actions have consequences
■ Cyber bullying hurts
■ They are just being used and manipulated by
cyber bully
■ Cyber bully and accomplices often become the
target of cyber bullying themselves
■ Care about others and stand up for what’s right

14. CURRENT CYBER BULLYING
PROGRAMS & RESPONSES
Comprehensive Plan
Schools
❏ Policies concerning misuse of technology
❏ Evaluate how staff is and can more effectively monitor Internet use
Parents
❏ Discuss cyber bullying
❏ Supervise and increase effective monitoring of Internet use
Since more adults supervise, more children will hide
activities, strategies needed to change social norms
in these online works, empower the victim with
knowledge how to prevent & respond, & to
discourage bullies from engaging in such activities

15. CURRENT CYBER BULLYING
PROGRAMS & RESPONSESl
Schools should:
■ Focus on values of kindness and respectful
human relations
■ Enhancement of empathic awareness
■ Develop effective problem solving skills
■ Empowerment of bystanders

16. CURRENT CYBERl
BULLYING ASSESSMENTl
What Everyone Needs to Know About Cyber bullying’
Assessment to differentiate between ‘rude
communications’ and ‘cyber bullying’:
1- Kind of Threats
2- Frequency of Threat
3- Source of Threats
4- Nature of the Threats
… The more frequent, the greater the threat, the mention of
more dangerous methods & the involvement of third parties
tends to increase the seriousness of the threat
Knowing the cyber bully may increase or decrease the threat

17. INTERNET ADDICTION IS...l
Internet addiction is a mental condition
characterized by excessive use of the internet,
usually to the detriment of the user. Addiction is
generally understood to be a mental disorder
involving compulsive behavior. When someone is
constantly online, they may be described as addicted
to it.
While it is recognized as a problem, professionals
have yet to agree on whether to recognize the term
as a distinct form of addiction.

18. THREE SUNTYPES OF
INTERNET ADDICTION

19. INTERNET ADDICTION IS...l
Internet addiction is also known by numerous
other terms, including internet addiction disorder,
pathological internet use, internet dependency,
problematic internet use, internet overuse and
compulsive internet use.
While the internet can be extremely useful, it, like
anything good, can be bad in large quantities, and
like any addiction, this can be very harmful to a victim
if not as much as other kinds of addictions.

20. A study on the prevalence of internet addiction and its association with
psychopathology in Indian adolescents.
(Department of Psychiatry, Topiwala National Medical College and B. Y. L. Nair Hospital Mumbai, Mumbai,
Maharashtra, India.)
BACKGROUND:
There has been an explosive growth of internet use not only in India but also worldwide in the last decade. There is
a growing concern about whether this is excessive and, if so, whether it amounts to an addiction.
AIM:
To study the prevalence of internet addiction and associated existing psychopathology in adolescent age group.
MATERIALS AND METHODS:
A cross-sectional study sample comprising of 987 students of various faculties across the city of Mumbai was
conducted after obtaining Institutional Ethics Committee approval and permission from the concerned colleges.
Students were assessed with a specially constructed semi-structured proforma and The Internet Addiction Test
(IAT; Young, 1998) which was self-administered by the students after giving them brief instructions. Dukes Health
Profile was used to study physical and psychosocial quality of life of students. Subjects were classified into
moderate users, possible addicts, and addicts for comparison.
RESULTS:
Of the 987 adolescents who took part in the study, 681 (68.9%) were female and 306 (31.1%) were males. The
mean age of adolescents was 16.82 years. Of the total, about 74.5% were moderate (average) users. Using
Young's original criteria, 0.7% were found to be addicts. Those with excessive use internet had high scores on
anxiety, depression, and anxiety depression.
CONCLUSIONS:
In the emerging era of internet use, we must learn to differentiate excessive internet use from addiction and be
vigilant about psychopathology.

21. A study on the prevalence of internet addiction and its association with
psychopathology in Indian adolescents.
(Department of Psychiatry, Topiwala National Medical College and B. Y. L. Nair Hospital Mumbai, Mumbai,
Maharashtra, India.)
https://www.ncbi.nlm.nih.gov/pubmed/23825847

22. Highlightsl
•Internet Addiction (IA) has become a public health issue
that cannot be neglected.
•The prevalence of Internet Addiction was 6.3%.
•Age, school grade, family income, and academic performance
were associated risk factors of IA.
•Duration of Internet daily usage, anxiety, and depression
were also risk factors of IA.
•Developing and implementing interventions regarding IA
among school students are essential.

23. ● Excessive gaming.
● Sexual preoccupations.
● Email or text messaging.
Each of these subtypes focuses on a specific preoccupation. For
example, someone who suffers from the excessive gaming subtype of
internet addiction will spend the vast majority of their time online
playing games. These could be role playing games (e.g., MMORPG),
gambling, or virtual card games. It is possible for someone to suffer
from a gambling addiction and an internet addiction (excessive
gambling subtype) simultaneously. In such cases, the gambling
disorder may contribute to the internet addiction.
THREE SUNTYPES OF
INTERNET ADDICTION

24. People who have the sexual preoccupations subtype of internet
addiction engage in online affairs, sexting, cybersex, or use
excessive online pornography. Often, those suffering from this
subtype of internet addiction experience problems maintaining real-
world relationships and may benefit from couples counseling. The
email or text messaging subtype of internet addiction is usually
characterized by an apparent obsession with talking to people and
constantly checking their phone. People with this internet addiction
subtype may feel extreme anxiety or depression if they are unable
to check their messages or they receive no new messages for a
certain length of time.
THREE SUNTYPES OF
INTERNET ADDICTIONl

25. lThank you for watchingl
llllll;my presentation!llllllll