Previously completed studies have illuminated the

Previously completed studies have illuminated the

concern that many parent(s)/guardian(s) are oft times unaware, and/or under estimate, the

amount of bullying their child is experiencing (Ziegler & Rosenstein-Manner, 1991).

Thus, cyberbullying is often taking place via communication pathways that are relatively

unfamiliar, unexplored, or simply unknown to adults. The metaphoric partitions that are

created via the technological chasm inhibit fundamental understandings from

formulating.

The prevalence of cyberbullying appears to be increasing in number and severity.

Researchers Hinduja and Patchin (2006) completed a study of nearly 1,500 Internet-using

adolescents and found that over one-third of youth reported being victimized online and

over 16% of respondents admitted to cyberbullying others. Over 12% of the

cyberbullying incidents included physical threats, and 5% of the respondents reported

being scared for their safety. A corroborating 2004 survey by i-Safe America of 1,556

students from grades 6 to 8 found that 42% had been bullied online and 35% had been

threatened. Additionally, it was found that 53% of the students have said hurtful things to

others online. When other forms of cyberbullying are factored in (i.e. text messaging,

defamatory Web and polling sites, IM, e-mails, blogs, etc.), one can delineate that issues

do exist. Cyberbullying adds a new thread of harassment that impacts a significant

portion of adolescents today. Adolescents are utilizing electronic technology to harass

other students, spread vicious rumors, and in some cases engage in threats of various

types of physical violence. A fundamental goal of the study was to add educationally

significant information to the nascent research on the cyberbullying phenomenon.

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Research Questions

1. What is cyberbullying?

2. How is cyberbullying distinct from physical bullying?

3. How prevalent and pervasive (according to survey responses) is cyberbullying

for middle school students in Wisconsin?

4. Of those students who identify with cyberbullying, how many actually

reported the incidents to parents or guardians, teachers, administrators, or

police?

5. What interventions are utilized by the aforementioned adults when reports are

submitted?

6. What interventions are reported as being most effective by students and

adults?

Significance of the Study

The value of scholarly research to uncover the insidious nature, prevalence, and

various perceptions of cyberbullying in La Crosse is immeasurable. Currently, a paucity

of research on the topic of cyberbullying exists, and the topic is becoming more than just

a noteworthy concern for the School District of La Crosse and the La Crosse community.

New information surfaces daily indicating that adolescent bullying has gone digital; this

research study has assisted in more accurately and fully conceptualizing this everexpanding

phenomenon.

The purpose of the present study was to conduct an investigation on cyberbullying

that would be pliable, timely, and relevant for school practitioners; a summation of

pragmatic information, which can be accessed as a reference with ease and common

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understanding. Much of what has been reported in the popular press has been aptly

defined as a description of individual cases versus actual scholarly research. The study

detailed herein garnered adolescent students (6th 8th grade) and middle school/junior

high principals perceptions regarding the nature, prevalence, and impact of

cyberbullying. Embedded within the larger umbrella goals are the particulars that make

this study purposeful for educational practitioners; essentially a step up from the

dramatization, staging, and embellishments that can be found in some forms of

mainstream media. Those particulars include a working definition of cyberbullying and

how the new permutation differs from physical bullying; the prevalence of cyberbullying

according to survey respondents (this inherently includes the accessibility of

communication and information platforms that work as the medium for cyberbullying

and the frequency of utilization); victim reporting resources and potential inhibitions

toward reporting; and the interventions being utilized/suggested by both students and

middle level/Jr. high administrators. The following will delve into these relevant

elements of the cyberbullying phenomenon, along with additional findings of the study,

and outline their implications.

It is the researchers genuine desire that the combination matrix of results has

created a greater awareness regarding cyberbullying intricacies and as a result will

empower the School District of La Crosse to investigate stopgap, preventative, and

informational measures to assist building-level practitioners effectively deter the latest

toxic element impacting our transescent students.