Fifty-nine percent of American teens have been bullied or harassed online, according to a 2018 survey by the Pew Research Center. Instagram is one of the most popular social media networks among teenagers and a likely place for teens to be bullied.
In a recent study, conducted by the investment bank Piper Jaffray, Instagram is the second most popular social media platform among teenagers. Thirty-five percent of teens surveyed said that Instagram is their favorite social media platform, compared with 41% who preferred Snapchat.
the crux of the matter, the reason why families and institutions are constantly clashing over school bullying
Madrid regional authorities claim that cases of school harassment are going down, but that is because it rejects most complaints: in the 2015-2016 academic school year, there were 573 complaints, of which only 179 were accepted.
In 2015, an 11-year-old boy named Diego killed himself and left a suicide note behind: “I can’t stand going to school anymore, and there’s no other way to stop going.” The child had been attending a religious school in Villaverde, in the Madrid region. The courts twice dismissed an investigation into his death, ruling out harassment of any kind.
“We are flooded with complaints, but school bullying is not listed in the criminal code. So other crimes have to be proven: physical injuries, crimes against moral integrity…,” says a spokesperson at the Madrid Juvenile Prosecution Service. In 2017 this department received 192 complaints and dismissed 81 because the individuals involved were under 14 and could not be held criminally liable.
Bullying in the workplace has been defined as:
The repeated actions and practices (of a perpetrator) that are directed to one or more
workers, which are unwanted by the victim, which may be done deliberately, or
unconsciously, but clearly cause humiliation, offense, distress, may interfere with job
performance, and/or cause an unpleasant working environment.
Bullying most often occurs within an organization where negative aspects of that
organizations’ culture aggregate.
The challenge for the library administrator is to identify where these accumulations are, and take steps to re-create the culture of that area and change the systems that allow bullying to occur. This is an essential function of an effective administraton
Bullies will almost always deny that what they are doing is bullying, particularly when the stated goal – or directive sent down from higher administrators – is to
move the organization “forward.”
Bullying includes but is not limited to unreasonable criticism of job performance, attempts to
control workplace interactions between peers, and creating unwritten policies. Other bullying
behaviors include assigning unrealistic workloads, ignoring and ridiculing suggestions about
library operations, and excessive monitoring that leaves employees excluded and isolated, not to mention exhausted.
Librarians would do well to honestly reflect and determine if they are participating in
bullying behaviors, and/or are watching it happen without attempting to take steps to call it out
for what it is.
Library administrators should be vigilant about identifying bullying and addressing it before it becomes ingrained in the institutional culture.
As Reed notes, “Toxic leadership, like leadership in general, is more easily described then
defined, but terms like self-aggrandizing, petty, abusive, indifferent to unit climate, and
interpersonally malicious seem to capture the concept.” 17 Distressingly, a library with a culture of bullying corrupts those who serve it, marginalizing those with initiative and new ideas and rewarding the sycophants. Ultimately, bullying creates a continuous fear of failure, so people work to avoid being bullied instead of attending to their assigned tasks. The result is an ineffective library that falls well short of its intended mission
Instead, he argues that schools should combine consequences for bullies with mediation, counseling or a learning experience.
School shootings and violence have prompted schools to take an even more punitive stance against student misbehavior, experts I talked to said.
the higher a school’s climate rating — that is, the more that students, parents and teachers think their school is a safe place where people are respected — the lower the bullying rates. Similarly, the higher the social-emotional skills, such as the ability to wait and not react impulsively, the lower the bullying rates. But what hasn’t been clearly proven is that improvements in school climate or social-emotional skills will necessarily lead to a reduction in bullying.
Just as in the 1970s, when antidrug campaigns were scoffed at by the very people they were targeting, anti-bullying campaigns are also losing their effectiveness. I got a taste of this firsthand last year when I spoke about sexting, online safety and cyberbullying at an all-school assembly. When a student blurted out an obscenity during the sexting portion, the students went wild and didn’t listen to a thing I said. I was frustrated and discouraged. Later, I offered an iPad mini to the student who produced the best video and poster. Even that got little response.
The fact is, anti-bullying clichés have become a shut-off switch. What we really need to be doing is giving students actual skills to prevent bullying. To get that conversation going, I pose this question to students: “Will you accept the identity that others give you?”
The study also found that girls were more likely to experience verbal and cyberbullying while boys were more likely to experience physical bullying. my note: No news here.
“School-based interventions need to address the differences in perpetrator and victim experiences,” she said. “The key is to use individualized specific interventions for bullying, not a one-size-fits-all approach.”
Bullying is still a prevalent issue, although it has taken a new form by moving online. The two kinds of bullying are different in many ways. However, interventions can often be difficult, since many think cyberbullying is less harmful than traditional bullying, and therefore don’t report it.
Media Literacy Now considers digital citizenship as part of media literacy — not the other way around
nine states — California, Colorado, Connecticut, Illinois, Massachusetts, Minnesota, New Jersey, Rhode Island and Utah — are identified as “emerging leaders” for “beginning the conversation” and consulting with experts and others.
Calls for increased attention to media literacy skills and demand from educators for training in this area increased following an outbreak of “fake news” reports associated with the 2016 presidential election. Studies and assessments showing students are easily misled by digital information have also contributed to a sense of urgency.
because the topic can fit into multiple content areas, it can also be overlooked because of other pressures on teachers. Media literacy, the group notes, also “encompasses the foundational skills of digital citizenship and internet safety including the norms of appropriate, responsible, ethical, and healthy behavior, and cyberbullying prevention.”
Lawmakers in Missouri and South Carolina have also pre-filed versions of Media Literacy Now’s model bill, the report noted, and legislation is expected in Hawaii and Arizona.