Volume | 330

Dealing
with Bullying

Edited by Justin Healey

Dealing with
Bullying

ISSUES

Edited by Justin Healey

Volume | 330
First published by

PO Box 438 Thirroul NSW 2515 Australia

www.spinneypress.com.au

© The Spinney Press 2011.

COPYRIGHT
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National Library of Australia Cataloguing-in-Publication entry

Title: Dealing with bullying [electronic resource] / edited by Justin Healey.

ISBN: 9781921507540 (eBook : pdf)
Series: Issues in society (Balmain, N.S.W.) ; v. 330.
Notes: Includes bibliographical references and index.
Subjects: Bullying--Australia--Prevention.
Bullying in schools--Australia--Prevention.
Bullying in the workplace--Australia--Prevention.
Other Authors/Contributors: Healey, Justin.
Dewey Number: 302.343

Cover illustrations: Courtesy of iStockphoto.

 Contents

CHAPTER 1 BULLYING AT SCHOOL

School relationships and bullying 1
Bullying – the facts 3
What is bullying? 5
Bullying, harassment and physical violence 7
Bullying – what can we do? 12
What can students do? 15
Bullying at school: helping your child 16
Your child bullying others 18

CHAPTER 2 CYBERBULLYING
Cyberbullying 20
Information on cyberbullying 22
Cyberbullying: a challenge in the digital age 23
Major findings from the Australian Covert Bullying Prevalence Study 25
Cyberbullying and the law 30
Law falling behind cyberbullying trend 31
Cyberbullying tip sheet 32
Common cybersafety issues: cyberbullying 35
Technologies used for cyberbullying 38

CHAPTER 3 BULLYING AT WORK

Workplace bullying: good practice, good business 39
Workplace bullying 40
The costs associated with workplace bullying 43
Jurisdictional approaches to regulating workplace bullying 44
How have cases of work-related bullying been handled in the courts? 45
Workplace bullies hit bottom line 47
Cultural change part of stopping the bullies 48

Exploring issues – worksheets and activities 49

Fast facts 57
Glossary 58
Web links 59
Index 60
 Introduction

Dealing with Bullying is Volume 330 in the ‘Issues in Society’ series of educational resource books. The
aim of this series is to offer current, diverse information about important issues in our world, from an
Australian perspective.

KEY ISSUES IN THIS TOPIC

Bullying is the deliberate desire by one or more people to hurt, threaten or frighten someone with words, behaviour
or actions. Bullying can be verbal, physical, social or psychological and is one of the major issues facing young people
today. It occurs at school, in the workplace, and even online as cyberbullying – it is very common, and it can happen
to anyone. Bullying can have devastating impacts on victims, and it can also have detrimental effects on all involved,
including bullies.
This book identifies the various forms of bullying, explains its causes and effects, and presents advice on how to
develop strategies in schools, workplaces and online to deal with bullying behaviour. Banish bullying – don’t put up
with it, deal with it.
The topic is presented in three chapters: Bullying at school; Cyberbullying; Bullying at work.

SOURCES OF INFORMATION
Titles in the ‘Issues in Society’ series are individual resource books which provide an overview on a specific subject
comprised of facts and opinions.
The information in this resource book is not from any single author, publication or organisation. The unique value
of the ‘Issues in Society’ series lies in its diversity of content and perspectives.
The content comes from a wide variety of sources and includes:
➤➤ Newspaper reports and opinion pieces ➤➤ Statistics and surveys
➤➤ Website fact sheets ➤➤ Government reports
➤➤ Magazine and journal articles ➤➤ Literature from special interest groups

CRITICAL EVALUATION
As the information reproduced in this book is from a number of different sources, readers should always be aware
of the origin of the text and whether or not the source is likely to be expressing a particular bias or agenda.
It is hoped that, as you read about the many aspects of the issues explored in this book, you will critically evaluate
the information presented. In some cases, it is important that you decide whether you are being presented with
facts or opinions. Does the writer give a biased or an unbiased report? If an opinion is being expressed, do you
agree with the writer?

EXPLORING ISSUES
The ‘Exploring issues’ section at the back of this book features a range of ready-to-use worksheets relating to
the articles and issues raised in this book. The activities and exercises in these worksheets are suitable for use by
students at middle secondary school level and beyond.

FURTHER RESEARCH
This title offers a useful starting point for those who need convenient access to information about the issues
involved. However, it is only a starting point. The ‘Web links’ section at the back of this book contains a list of
useful websites which you can access for more reading on the topic.
 Chapter 1
Bullying at school

SCHOOL RELATIONSHIPS AND BULLYING

How safe and secure are Australia’s children? The following extract from ‘A Picture of Australia’s
Children’ by the Australian Institute of Health and Welfare addresses this question in relation to bullying

Children who are bullied may have higher absenteeism, lower ANTI-BULLYING PROGRAMS
academic achievement, physical and somatic symptoms, Concern about bullying in schools has resulted in
anxiety and depression, social dysfunction, and alcohol and numerous schools in Australia and overseas developing and
substance use. No national data are currently available on implementing anti-bullying programs (Rigby & Thomas
bullying due to definition and measurement difficulties. 2002). An evaluation of the effectiveness of anti-bullying

A
n essential function of all Australian schools is to programs in reducing bullying among children aged 5
promote and provide a supportive learning environ- and 12 years, between 1985 and 2001, found reductions in
ment in which all students can expect to feel safe overall bullying behaviour for the majority of schools with
(MCEETYA 2005). School connectedness and supportive anti-bullying programs (Rigby 2002a, 2002b). The largest
social relationships have been associated with positive child reported reduction in bullying was found by Olweus (1991)
outcomes such as lower levels of absenteeism, aggression, in Norway in the 1980s, with reductions of 50 per cent or
substance use and sexual risk behaviour, and higher levels
of academic achievement and self-esteem among children
(Hopkins et al. 2007; Springer et al. 2006).
School bullying removes that safe environment. In
Australia, there is currently no agreed definition for
bullying; however, the most commonly cited definition is
the “repeated oppression, psychological or physical harm,
of a less powerful person by a more powerful person or
group of persons” (DEST 2006).
Bullying typically involves a power imbalance and
deliberate acts that cause physical, psychological and
emotional harm (Lodge 2008). It can either be direct
(for example, hitting and teasing) or indirect/covert (for
example, spreading gossip, deliberately excluding or
enforcing social isolation, and sending malicious text
messages) (DEST 2007). Bullying often occurs because
of differences between the bullies and the victims, such
as culture, ethnicity, age, ability or disability, religion,
body size and physical appearance, personality, sexual
orientation, and economic status (Rigby 2009).
Bullying in Australian schools is widely recognised as a
problem, with over 20 per cent of males and 15 per cent of
females aged 8 to 18 years reporting being bullied at least
once a week (Rigby & Slee 1999).
The negative consequences of school bullying include
higher absenteeism in children who are bullied, lower
academic achievement and consequent lower vocational
and social achievement, physical and somatic symptoms,
anxiety, social dysfunction, depression, school failure,
and alcohol and substance use (Lodge 2008; Spector &
Kelly 2006).

Issues in Society | Volume 330 Dealing with Bullying 1

 when measuring bullying, including the severity (type of
bullying and frequency) and the effect that bullying has
on the child, which may vary depending on children’s
resilience.
A widely used instrument to measure bullying behav-
iours in school-aged children is the Olweus Bully/Victim
Questionnaire. This questionnaire measures bully and
victim problems such as exposure to various physical,
verbal, indirect, racial or sexual forms of bullying; various
forms of bullying other students; where the bullying occurs;
pro-bully and pro-victim attitudes; the extent to which the
social environment (teachers, peers, parents) is informed
about and reacts to the bullying; victims’ experiences
and feelings of acceptance by classmates, negative self-
evaluations and depressive tendencies (Jimerson & Furlong
2006; Olweus 1996).
Rigby and Slee (1993) used the Peer Relations Questionnaire
to estimate the prevalence of bullying in schools and to
determine how children feel about bullying, how they
typically react towards bullying in terms of the frequency
or intensity of the bullying, and what they are prepared to
do about it. Information was also collected on how children
are affected by bullying depending on the child’s resilience.
The Strengths and Difficulties Questionnaire collects
information about children’s risk of developing a clinically
more in bully or victim problems, reductions in antisocial significant behavioural problem (Goodman 2001). This
behaviour, and improved student satisfaction with school questionnaire has been widely used within Australia and
life and the social climate of the classroom. The Friendly has good reliability and validity. The questionnaire collects
Schools and Families Program, an evidence-based program information from parents on whether their child (aged 4
in Australia, has also shown a very significant reduction in to 12 years) was ‘picked on’ or bullied by other children or
bullying behaviour (Edith Cowan University 2008). young people. However, it does not incorporate questions
on the severity, regularity or effects of bullying.

Bullying typically involves a power imbalance HOW MANY CHILDREN ARE

and deliberate acts that cause physical, BULLIED IN AUSTRALIAN SCHOOLS?
psychological and emotional harm. Key national indicator: under development
There is currently no indicator or national data source
In Australia, the House of Representatives Standing available for school relationships and bullying, due to
Committee on Employment, Education and Training definition and measurement difficulties. Further consult-
responded to the issue of bullying in Australian schools ation and research are required in order to identify the
in a 1994 inquiry on violence in schools. The inquiry most appropriate tool to use in measuring and collecting
found that bullying was a major problem in schools and information on relationships and bullying in the Australian
recommended the development of intervention programs school context.
to reduce school bullying (House of Representatives Victorian data from the Strengths and Difficulties
Standing Committee on Employment, Education and Questionnaire are presented here in the interim. According
Training 1994). to the 2006 Victorian Child Health and Wellbeing Survey,
The Ministerial Council on Education, Employment, around 24 per cent of parents reported that it was either
Training and Youth Affairs, through its Taskforce on certainly or somewhat true that their child was bullied
Student Learning and Support Services, has developed (Vic DHS 2006).
a National Safe Schools Framework to help schools and
their communities tackle bullying and violence, among Chapter 33 – School relationships and bullying
other issues. Jurisdictions report on their strategies and Extract from Part VII – How safe and secure are Australia’s children?
efforts to provide safe, supportive learning environments A picture of Australia’s Children 2009
© 2009 Australian Institute of Health and Welfare | www.aihw.gov.au
through the annual National report on schooling in Australia
(MCEETYA 2008c, and earlier years).

HOW TO MEASURE BULLYING IN SCHOOLS

There are a number of important aspects to consider

2 Dealing with Bullying Issues in Society | Volume 330

 Bullying – the facts
Bullying can have detrimental effects on all involved, including the bully,
according to this fact sheet advice from the Better Health Channel

B
ullying is ongoing physical, emotional or verbal ➤➤ Prefer books to people
aggression by one or more people against others. It ➤➤ Are academic
is widespread and commonly found where children ➤➤ Are unable to hold their own because they are
gather. It can have detrimental effects on all involved, smaller, weaker or younger.
including the bully.
Schools, early childhood services and sporting or Occasionally, children provoke other children to bully.
interest groups have a responsibility to ensure a safe Very competitive environments can contribute to bullying.
environment and should have policies to prevent bullying.
Parents can help by believing and supporting their child. Adults may not be the first to know
This includes helping your child to develop coping tech- Children who are being bullied may not always tell
niques and speaking to those in authority where the adults first. They usually tell a friend or sibling before they
bullying is occurring. will confide in other family members. Most children will
not tell those in authority at the place where the bullying
Bullying is more than just physical aggression is occurring. They may be afraid or ashamed, or they may
Bullying is the deliberate desire by one or more people to not have any confidence that those in authority can do
hurt, threaten or frighten someone with words, behaviour anything about the bullying.
or actions. Bullying can vary in its severity. It can include
threatening, teasing, name calling, excluding, preventing Look out for signs and effects
others from going where they want to or doing what they Some signs of a child being bullied may include the
want to, pushing or hitting, and all forms of physical abuse. child:
➤➤ Not wanting to go to the place where they are being
Bullying affects everyone involved bullied and finding excuses to stay at home (for
It is now recognised that long-term bullying can be example, feeling sick)
very damaging for all involved. There are three groups ➤➤ Wanting to travel a different way, rather than the
involved in bullying who are affected: most obvious or quickest way, to avoid the children
➤➤ The child being bullied – who may experience who are bullying them
effects on their health and wellbeing, including their ➤➤ Being very tense, tearful and unhappy after
sense of self and place in their world attending the place where they are being bullied
➤➤ The bully – who needs to learn more appropriate ➤➤ Talking about hating the place where they are being
ways of interaction and peaceful problem solving bullied or not having any friends
➤➤ The audience – who witness bullying. ➤➤ Being covered in bruises or scratches
➤➤ Wearing torn clothes and not being able to explain
We are now learning the power of the audience. They how this happened
are the ones who can stop the bullying from occurring by ➤➤ Going without lunch as lunch or lunch money has
telling responsible adults what is going on. It is important gone missing
that all children recognise that bullying is not acceptable, ➤➤ Refusing to tell you what happens at the place where
even if they are not involved, and that they can make a they are being bullied
difference to help prevent bullying from occurring. ➤➤ Changing in behaviour and demeanour
➤➤ Gaining or losing weight
Victims of bullying ➤➤ Suffering from an eroding confidence
The bully can pick on anyone around them. Sometimes, ➤➤ Producing varied academic achievements, with poor
though, they will choose children who seem easy to hurt results in a particular area where previously these
and who they can successfully intimidate. They may pick were much better.
on children who:
➤➤ Look or are different in some way Your child may show other signs such as unhappiness,
➤➤ Are loners being teary or withdrawn, or changes in behaviour. These
➤➤ Are stressed, either at home or at school may include problems with sleeping, bedwetting and
➤➤ Have a disability general regression. These signs may not necessarily mean
➤➤ Struggle with schoolwork or other tasks set for the your child is being bullied, but you need to check out what
group is worrying your child. You can do this by spending time
➤➤ Are not good at sport encouraging your child to talk to you about their worries.
➤➤ Lack social confidence This means listening (without interrupting) and believing
➤➤ Are anxious your child.

Issues in Society | Volume 330 Dealing with Bullying 3

 Parents can help it enables them to feel important. They may need to have
There are several things parents can do to help. These control over something (or someone) to compensate for
include: other areas in their lives where they feel alone or outcast,
➤➤ Listen to your child and take their feelings and fears or they may be being bullied themselves. Bullies learn this
seriously behaviour from their environment.
➤➤ Try not to take everything into your own hands Bullies also suffer in the long term through poor
(depending on the age of the child), as this is likely to academic achievements, poor social skills and poor adult
make your child feel even less in control relationships. Without support and guidance to change
➤➤ Help your child to work out their own non-violent ideas their bullying behaviour, the child bully can take this
and strategies for coping with the problem as a first step behaviour into adulthood.
➤➤ It is not helpful to call your child names (such as
‘weak’ or ‘a sook’) and don’t allow anyone else do so If your child is the bully
➤➤ If the bullying involves verbal teasing, you may be If your child is bullying others, it is worth looking at
able to help your child to learn to ignore it. Practise the home environment and reflecting on a few questions:
at home ways to help your child gain confidence (for ➤➤ How is discipline handled with your child?
example, walking past with their head up) ➤➤ What problem-solving skills are your children
➤➤ Help your child think of ways to avoid the situation exposed to? How is conflict handled?
(for example, by going home a different way or ➤➤ Is your child exposed to helpful ways to
staying with a supportive group) communicate with other people?
➤➤ Some children are helped by imagining a special wall ➤➤ Is there unhappiness, arguing, relationship
around them, which protects them so that the hard problems, conflict, fighting or violence at home that
words bounce off the child might be witnessing? Do they somehow
➤➤ Work on building your child’s confidence in things think they are to blame?
they do well ➤➤ Is your child worried or frightened about something?
➤➤ Be very careful that your child does not feel that ➤➤ What inappropriate, perhaps violent, interactions is
being bullied is their fault your child exposed to through the media?
➤➤ Encourage your child to have different groups of
friends and be involved in different activities so they Where to get help
can see clearly where the bullying is occurring and ➤➤ Your child’s school or early childhood service
where it is not. This helps children know where they ➤➤ Kids Helpline Tel. 1800 551 800
can feel safe and to know it is not their fault. ➤➤ Parentline Tel. 132 289
➤➤ Your doctor
At the place where the bullying is occurring ➤➤ Your local community health centre
Talk to those in authority about the bullying. All schools, ➤➤ Youth worker.
early childhood services and sporting or interest groups
should have policies that deal with bullying. Things to remember
➤➤ Let your child know that bullying is wrong. Take
Some suggestions include: your child’s fears and feelings seriously, and help
➤➤ Make a list of the things that have happened to your work out ways of dealing with them
child. Be clear and firm about their suffering. Be ➤➤ Reassure your child that being bullied is not their fault
prepared to name the children who bully. If bullying and that something can and will be done about it
persists, write down ‘who’, ‘what’, ‘where’ and ‘when’ ➤➤ Let your child know that bullying happens to lots of
➤➤ Talk to those in authority about how they deal with children
bullying – what steps they take to prevent bullying ➤➤ Protect your child by involving the school or club,
occurring and how they protect children or those in charge of wherever the bullying is
➤➤ Talk to the appropriate person about what can be happening
done to help your child. Keep in contact until the ➤➤ Help your child to feel good about the other things
problem is sorted out in his or her life.
➤➤ If you find it difficult to go to the authorities to talk
about this, take a friend with you. This page has been produced in consultation with, and
approved by, NAPCAN.
It is important for your child’s ongoing wellbeing to get
professional support if bullying is an ongoing problem for
Better Health Channel material is © 2011 State of Victoria. Reproduced
your child, or if it happens to your child in a lot of different from the Better Health Channel at no cost with permission of the Victorian
situations and with different children. Minister for Health.The information published here was accurate at the time of
publication and is not intended to take the place of medical advice. Please seek
Why children bully advice from a qualified health care professional. Unauthorised reproduction
Although the research is not entirely clear, it is generally and other uses comprised in the copyright are prohibited without permission.
recognised that bullies engage in this behaviour because Better Health Channel | www.betterhealth.vic.gov.au

4 Dealing with Bullying Issues in Society | Volume 330

 WHAT IS BULLYING?
Bullying is common and can happen to anyone. If you are being bullied and need
support, it is important that you read this advice from ReachOut.com

I
f you are being bullied and need being rude and impolite, and and behaviour online intended to
support, it is important that you read constantly negative teasing cause distress or harm (also known
this fact sheet and go to the Get Help ➤➤ Spreading rumours or lies, or as cyberbullying). But no matter what
section of the ReachOut.com website. misrepresenting someone (i.e. form bullying takes, the results can be
If you know or see someone being using their Facebook account to the same: severe distress and pain for
bullied go to the Supportive Bystander post messages as if it were them) the person being bullied.
fact sheet at ReachOut.com to find out ➤➤ Mucking about that goes too far
how to help them. ➤➤ Harassing someone based on TYPES OF BULLYING
their race, sex, religion, gender or Face-to-face bullying (sometimes
WHAT IS BULLYING? a disability referred to as direct bullying) involves
Bullying is when people repeatedly physical actions such as punching or
and intentionally use words or actions kicking or direct verbal actions such
against someone or a group of people
Bullying is when people as name-calling and insulting.
to cause distress and risk to their well- repeatedly and intentionally
being. These actions are usually done use words or actions against Covert bullying (sometimes ref-
by people who have more influence someone or a group of people erred to as indirect bullying) is less
or power over someone else, or who to cause distress and risk to direct, but just as painful. It means
want to make someone else feel less bullying which isn’t easily seen
their wellbeing.
powerful or helpless. by others and is conducted out of
Bullying is not the same as conflict sight, such as excluding people from
between people (like having a fight) ➤➤ Intentionally and repeatedly groups or spreading lies or rumours.
or disliking someone, even though hurting someone physically Because it is less obvious, it is often
people might bully each other because ➤➤ Intentionally stalking someone unacknowledged by adults.
of conflict or dislike. ➤➤ Taking advantage of any power
over someone else like a Prefect Cyberbullying occurs through the
The sort of repeated behaviour that or a Student Representative. use of information or communication
can be considered bullying includes: technologies such as instant messaging
➤➤ Keeping someone out of a group Bullying can happen anywhere. or chat, text messages, email and social
(online or offline) It can be in schools, at home, at networking sites or forums. It has
➤➤ Acting in an unpleasant way near work, in online social spaces, via many similarities with offline bullying,
or towards someone text messaging or via email. It can be but it can also be anonymous, it can
➤➤ Giving nasty looks, making physical, verbal, emotional, and it also reach a wide audience, and sent or
rude gestures, calling names, includes messages, public statements uploaded material can be difficult to

Issues in Society | Volume 330 Dealing with Bullying 5

 know of others being bullied you may ➤➤ If you are being bullied, you should
feel angry, fearful, guilty, and sad. talk to someone you know well
You may feel as bad as those who and trust; they will give you much
are being bullied. needed support and will often have
You may also feel worried that the suggestions you hadn’t considered
bullying could happen to you. for helping with the situation
When bullying isn’t stopped or ➤➤ You might feel more comfortable
challenged by anyone it can create taking a friend with you to talk to
an environment where bullying is the bully or when seeking help. If
accepted and where everyone feels you feel you might get too nervous
powerless to stop it. to speak, write down what you’d
like to say on paper or in an email
➤➤ If you feel safe and confident, you
You have a right to feel safe should approach the person who
and to be treated fairly and is bullying you and tell them that
respectfully. Bullying is a their behaviour is unwanted and
serious problem with serious not acceptable
➤➤ If you are being bullied while at
mental and physical impacts. school, it is a good idea to seek help
from a friend, or to talk to a teacher
KNOW YOUR RIGHTS or counsellor to see if they can help
You have a right to feel safe and ➤➤ If you are being bullied at work,
to be treated fairly and respectfully. check out the fact sheet on Work-
Bullying is a serious problem with place Bullying at ReachOut.com.
serious mental and physical impacts.
remove. Most people who cyberbully
GETTING HELP
also bully offline. Bullying can violate many of your If you have been bullied or wit-
Source: National Safe Schools Framework human rights including: nessed others being bullied and need
➤➤ Your right to be free from help contact:
mental, emotional and physical ➤➤ Kids Help Line (1800 55 1800)
HOW CAN
violence is a free and confidential,
BULLYING AFFECT YOU? telephone counselling service
➤➤ Your right to education
Bullying affects everyone in differ- for 5 to 25 year olds in Australia.
➤➤ Your right to a safe work
ent ways. But there are common www.kidshelp.com.au
environment.
feelings that come up when you are ➤➤ Lifeline (13 11 14) is a free and
being bullied. confidential service staffed by
For more information about your
rights go to the Know Your Rights fact trained telephone counsellors.
How bullying can affect individuals: www.lifeline.org.au
sheet at ReachOut.com.
➤➤ Feeling guilty like it is your fault ➤➤ The Australian Human Rights
➤➤ Feeling hopeless and stuck like Commission (1300 656 419)
you can’t get out of the situation
WHY DO PEOPLE
BULLY OTHERS? has a complaint handling service
➤➤ Feeling alone, like there is no one that may investigate complaints
to help you People bully for different reasons.
Those who bully persistently are likely of discrimination, harassment
➤➤ Feeling like you don’t fit in with and bullying.
the cool group to do so in order to dominate others
and improve their social status. They www.humanrights.gov.au
➤➤ Feeling depressed and rejected by
your friends and other groups of may have high self-esteem, show little
regret for their bullying behaviour and This fact sheet was developed in
people partnership with the Australian Human
➤➤ Feeling unsafe and afraid not see bullying as morally wrong.
Other people may bully out of Rights Commission, 2011.
➤➤ Feeling confused and stressed
out wondering what to do and anger or frustration, they may struggle
why this is happening to you socially and could have also been © Inspire Foundation, Updated 12 May 2011
victims of bullying. Reach Out Australia | http://au.reachout.com
➤➤ Feeling ashamed that this is
happening to you.
WHAT CAN YOU
How bullying can affect other people: DO TO STOP BULLIES?
Bullying can have a negative impact ➤➤ If you know or see someone who
on everyone – it is not just a problem is being bullied, check out the
for victims and bullies. If you see or Supportive Bystander fact sheet

6 Dealing with Bullying Issues in Society | Volume 330

 Bullying, harassment and physical violence
Children and young people’s experiences of school-based bullying, cyberbullying and
other physical violence and harassment. An information sheet from Kids Helpline

Bullying is one of the major issues facing children and young In the case of cyberbullying, many believe that the
people today.1 Its negative impacts have been found to affect unique characteristics of this form of bullying can
not only victims, but bullies also1,2 intensify impacts even further, because public humiliation

R
or embarrassment can occur across a wider audience.9
ecent findings suggest that one in four Year 4 to
Moreover, cyberbullying has the ability to be more invasive
9 students are bullied every few weeks or more in
as the bully is able to breach the privacy and security of
Australia.2 Other studies indicate figures somewhere
their victim’s home.
between 33% and 70%.3,4,5,6 Given that many victims of
Children and young people can fall victim to bullying,
bullying do not report their experiences to parents or
harassment or assault at any age. However, the most
school authorities, even these figures may underestimate
common age for school-related bullying appears to be
the prevalence of this problem.
during the transition ages from primary to secondary
The exact definition of bullying is contested. Histor-
school. For cyberbullying, studies show that incidence in
ically, many have defined bullying as behaviour occurring
later high school years is also common.2 For non-school
either at school or in transit to/from school. However,
related violence, the age trend is higher again, occurring
peer group bullying can also occur outside these times,
mostly in later high school years, up to 25 years of age.
both in and out of the home. As the use of communication
While many surveys suggest that young males tend to
technologies rapidly grows among young people,
be the primary perpetrators and victims of ‘traditional’
various technological environments have also become
school-related bullying behaviour, there seems to be some
an increasingly popular forum for bullying, known as
contradiction where cyberbullying is concerned.10, 11 Recent
‘cyberbullying’.
research has shown that cyberbullying appears to follow
Despite varied definitions, it is generally agreed that the opposite gender pattern. Girls tend to report slightly
three core elements exist in any bullying behaviour.7 higher involvement than boys in this more covert style of
These include: bullying, both as bullies and victims.2
➤➤ A deliberate intent to harm Interestingly, young people are often not exclusively
➤➤ A power imbalance between the perpetrator and classifiable as ‘bully’ or ‘victim’. At various times they may
the victim be bullied, be the bully or act as a witness and bystander
➤➤ (Often) repeated behaviour. to a bullying episode.12 Similar to other research, a recent

Within this, peer group bullying can take many forms,

including physical harassment and/or violence, property
damage, direct or indirect verbal insults involving socially
and emotionally hurtful rumour, innuendo, gesture,
exclusion from friendship networks and other forms of
negative social interaction (e.g. threats, extortion).
Cyberbullying specifically refers to the transmission of
hurtful messages and images by SMS, email or internet,
used to cause psychological and social harm to others.8
Whilst reported rates of cyberbullying in Australia and
abroad are not as high as reports of school-related bullying,
the increasing use of communication technologies and
their unique characteristics, make cyberbullying a notable
and concerning form of bullying.
The negative physical, psychological and social
impacts of bullying, harassment and violent assault are
well documented. Whether it occurs in school, online or
outside of school, all forms of bullying, harassment and
violence have the potential to engender fear, depression,
loneliness, anxiety, insecurity, decreased self-worth,
academic lethargy and, in some cases, self-harm and
thoughts of suicide. Additionally, physical harassment
may provoke physical retaliation, which places victims at
risk of further physical and emotional harm.

Issues in Society | Volume 330 Dealing with Bullying 7

 study conducted by Kids Helpline found that almost one FIGURE 2: COMPARISON OF GENDER
third of cyberbully victims had also bullied others, either (Bullying to all problem types 2009)
offline and/or via communication technology.13
School-related bullying 67%
34%
The Kids Helpline experience
Cyberbullying 78%
Kids Helpline records data on a range of problems and 22%
issues facing children and young people. Up until 2008, 64%
Harassment/Assault
all bullying-related contacts were classified as either 36%
‘School-related Bullying’ or ‘Harassment/Violent Assault’ All counselling contacts 79%
21%
when occurring outside of a school context. In July 2008,
an additional problem type named ‘Cyber-Harassment FEMALE
and Bullying’ was included. This was in recognition of the MALE
increasing number of contacts specifically relating to this
0% 20% 40% 60% 80% 100%
new form of harassment.
For the purpose of this report, data from all three
problem types has been collectively referred to as ‘Bullying/ Mode of contact
Assault’. Where data relates only to a specific type of Kids Helpline provides counselling to children and
bullying or assault, this has been identified using the young people via phone, email and real-time web. In 2009,
classifications above. phone was the preferred method for all bullying/assault
During 2009, a total of 2,498 Kids Helpline contacts related contacts (80% overall). Online methods were less
reported bullying/assault related issues as their primary common for contacts relating to harassment/violent
concern. This included 1,976 reports of school-related bul- assault (13%), as shown in the graph below.
lying, 200 reports of cyberbullying and 322 reports related
to harassment/assault. A further 481 reported bullying/ Geographic location
assault as their secondary reason for contact. In total, Consistent with the geographical breakdown of all
Kids Helpline counsellors engaged in 2,979 counselling Kids Helpline counselling contacts, the majority (69%)
sessions with young people reporting bullying/assault – of bullying/assault related contacts in 2009 were from
approximately 57 contacts per week. metropolitan areas. Contacts from New South Wales
Between 2005-2009, Kids Helpline received a total of (NSW) represented the majority (34%), followed by Victoria
14,471 counselling contacts where the primary purpose (24%) and Queensland (21%).
of the contact related to bullying/assault. Breaking a When looking specifically at cyberbullying, slightly
seven-year downward trend, the number and proportion higher contact numbers can be seen in NSW and the
of contacts related to bullying/assault during 2009 were Australian Capital Territory (ACT) compared with overall
consistent with 2008 help-seeking rates (representing Kids Helpline counselling contacts. Where NSW accounted
4.9% of counselling sessions in 2008 and 4.7% in 2009). for 33% of all counselling contacts in 2009, it accounted
for 38% of cyberbullying contacts. Similarly, although the
ACT accounted for only 2% of all counselling contacts,
FIGURE 1: COMPARISON OF PHONE AND ONLINE
CONTACTS (Bullying to all problem types 2009) it accounted for 4% of cyberbullying contacts and 3% of
harassment contacts.
School-related bullying 80%
20% Age and gender
Cyberbullying 72% Despite research results that show young males are
29%
more likely than females to be perpetrators and victims
Harassment/Assault 87%
13% of school-related bullying, young females are more likely
74% than males to share their experiences with Kids Helpline.
All counselling contacts
27% Additionally, females are more likely than males to be the
TELEPHONE counselling target of cyberbullying.11 Both of these findings are depicted
ONLINE counselling in the graph above.
Although still the minority, the proportion of males
0% 20% 40% 60% 80% 100% reporting school-related bullying or harassment/violent

Claudia*, 10 years, was experiencing long-term bullying that left her with nightmares and a sense of dread about what she has
been experiencing at school. She was feeling very stuck. Claudia was able to talk about her fears around going to school and even
going to sleep at night. The counsellor let Claudia know it was not her fault that she was being bullied and she was really brave to
take action to change things. They talked about letting the teachers know that the bullying hadn’t stopped.
Claudia decided she would need some help from her mum to talk to the teachers again so they also spoke about making sure that
her mum knew about what was going on. The counsellor also made sure that Claudia knew that it was important to tell her mum
that she had been having nightmares.
* names have been changed for privacy reasons

8 Dealing with Bullying Issues in Society | Volume 330

 Barwon*, 14 years, reported that he has been bullied at school for the past 12 months. He also said the bullying continues at
home because the people ring him and send him text messages. Barwon is away on holidays at the moment.
He said he doesn’t want to go home because of the bullying. He has had thoughts in the past about suicide due to the bullying.
The counsellor first explored how Barwon was currently feeling to ensure that he was feeling safe and not considering ending
his life. He indicated that he had been feeling much better while being on holidays as the bullies had not been able to reach him.
Barwon was given a clear message that what has been happening is NOT his fault and that he had done the right thing to call. The
nature of the bullying behaviour was discussed and Barwon recognised that sometimes his reaction to the bullying made things
more difficult because the bullies ‘got a laugh’ when he became angry and upset. They discussed how he might be able to react
differently to take the ‘fun’ out of the behaviour for the bullies. The counsellor also suggested the possibility of turning his phone off
when he was at home, to give him time out. Barwon indicated that he would think about this.
* names have been changed for privacy reasons

assault (34% and 36% respectively), is considerably higher FIGURE 4: COMPARISON OF SCHOOL-RELATED
than the proportion of all males contacting Kids Helpline BULLYING AND CYBERBULLYING SEVERITY (2009)
(20%). In contrast, the gender breakdown of 2009
Seeks info/ 3%
cyberbullying contacts is more in line with the proportion concern for friend 14%
of overall counselling contacts for the year, with only 22% 13%
represented by males. Regardless of gender, young people Isolated
37%
aged 10-14 years made up the majority (70%) of 2009 Episodic 35%
contacts for whom school-related bullying was the primary 36%
concern. This reflects a five year trend at Kids Helpline 51%
Frequent/continual 14%
despite the proportion of overall contacts trending towards
an older client base. BULLYING
Similarly, and consistent with other research,2 10-14 year CYBERBULLYING
olds also represented the majority (51%) of cyberbullying 0% 20% 40% 60% 80% 100%
contacts. However, contacts relating to harassment/violent
assault were dominated by the older cohort 15-18 years. The
following graph shows the full age breakdown of contacts. Severity of concerns
Counsellors rate all counselling contacts into five levels
Cultural background of severity. For school-related bullying and cyberbullying
The total number of all bullying/assault related contacts contacts these range from information seeking to a one-off
from Indigenous and Torres Strait Islander children and experience to continual and/or frequent bullying. Contacts
young people in 2009 was 145 (6%). Contacts from culturally relating to harassment/violent assault also include threats
and linguistically diverse backgrounds represented 15%. and client injury as severity categories.
Indigenous children and young people, although In the past five years, the number of school-related
representing only 3% of all Kids Helpline counselling bullying cases reporting the more extreme severity of
contacts in 2009, represented almost 5% of school-related frequent/continual harassment has increased from 39%
bullying contacts and 10% of harassment/violent assault in 2005 to 51% in 2009. The first full year of cyberbullying
contacts. specific data shows the majority (37%) were reported as
isolated events. As the graph above shows, this represented
only a slightly higher incidence than contacts reporting
FIGURE 3: COMPARISON OF AGE
DISTRIBUTION FOR ALL PROBLEM TYPES (2009) episodic events of school-related bullying (36%).
For harassment/violent assault contacts, the most
13% frequent severities reported in 2009 were isolated incidents
Bullying 70%
17% and threats of harm (32% and 33% respectively). Remaining
1% contacts related to prolonged/frequent attacks (18%), injury
2% (8%) and seeking information (9%).
51%
Cyberbullying
4.4%
3% Types of bullying
5% Qualitative analysis of 1,127 school-related and cyber-
29%
Harassment/Assault bullying contacts for which case notes were recorded
43%
24% identified a number of common types of bullying occurring
3% in 2009.
All counselling 26%
contacts 43% The most common of these include threats, name-
28% calling/teasing, physical violence/assault, spreading
5 to 9 15 to 18 rumours and exclusion from peer groups. In instances
10 to 14 19 to 25 of cyberbullying, social networking sites and instant
messenger were the most common methods used for
0% 20% 40% 60% 80% 100%
victimising. SMS was also common. In contrast, analysis

Issues in Society | Volume 330 Dealing with Bullying 9

 compared with non-school harassment/violent assault,
FACTORS CONTRIBUTING TO BULLYING/ASSAULT as shown in the table on page 9.
School-related bullying/cyberbullying
<< Friendship breakdown Strategies used by children and young people
<< High achievement (academic or other) Children and young people use a variety of strategies
<< Differences in physical appearance to try to cope with bullying. Methods such as ignoring,
<< Ethnicity blocking, avoiding and retaliation were commonly report-
<< Sexual orientation ed, with varied reports of effectiveness.
<< Being new to area or group. In approximately two-thirds of bullying/assault-related
contacts in 2009 for which case notes were recorded, young
of 170 contacts relating to harassment/violent assault people had not told an adult about the incident, either
showed quite different themes. because they felt they couldn’t or because they chose for
Kids Helpline to be their first contact. Fear that speaking
Specifically, the most common types of this form of out may worsen the problem and increase retribution from
abuse were found to be: the bully was a common reason given.
➤➤ Physical assault For cyberbullying in particular, fear that telling an
➤➤ Direct threat to personal safety adult would result in the child having their access to
➤➤ Being followed/chased communication device(s) restricted is another common
➤➤ Verbal abuse. deterrent found in Kids Helpline data and other research9.
Of those young people who had told an adult, qualitative
Impacts of bullying analysis showed two groups emerging. The first includes
Qualitative analysis of client contact notes for all
those who report that speaking out has been supportive
bullying/assault related counselling sessions in 2009
and helpful. Their contact to Kids Helpline is to talk further
identified a number of common emotional and behavioural
about the issue and get additional assistance, ideas and
impacts. These findings are consistent with other research
strategies.
undertaken by Kids Helpline over the past decade.
The second group includes those who are experiencing
Overall, the most frequent impacts reported included ongoing bullying despite having told parents and/or
feelings of: teachers. These young people are contacting Kids Helpline
➤➤ Sadness feeling very powerless, and often facing some significant
➤➤ Anxiety impacts. In 2009, they sadly represented at least 10% of
➤➤ Low self-esteem and loss in confidence contacts who reported telling an adult.
➤➤ Fear for personal safety A trap many parents, teachers and other carers working
➤➤ Anger and thoughts of revenge with children and young people reportedly fell into was
➤➤ Disengagement from school/class. to ignore, minimise and/or unintentionally blame the
victim. Often there is an inherent message that it is their
During 2009, counsellors also recorded whether fault and they should actively do something about it9 – an
children and young people contacting Kids Helpline had approach that can often just intensify their emotional hurt
recently engaged in deliberate self-injury (as distinct regarding the bullying.
from suicidality). In 100 of the bullying/assault related
counselling sessions (4%), young people reported delib- BoysTown’s response to the issue of
erately injuring themselves in a way they believed to be bullying, harassment and physical violence
non-lethal. A further 50 contacts (2%) reported having Based on its own data and that of other contemporary
current thoughts of suicide. research, BoysTown recognises that bullying is widespread
and, in many cases, severe.
Factors contributing to bullying In our experience from working with thousands of
Analysis of 1,297 bullying/assault-related contacts high- young people who have experienced bullying, we believe
lighted a number of differences between the contributing that engendering respect and the valuing of diversity needs
factors of school-related bullying (and cyberbullying), to be key ingredients in any effective anti-bullying strategy.

Andre’s*, mother initiated the call after her 12 year-old son told her that he wanted to kill himself.
Andre said he is bullied at school by various kids because he has buck teeth. This involves being kicked and punched regularly. Andre
said the teachers blame him for what happens, saying he is targeted because he reacts. His mother said Andre has had three violent
outbursts this week and he picks on his younger sister regularly. Andre advised that he doesn’t want to go back to school because
he feels powerless over what is happening. The counsellor discussed a safety plan with Andre’s mum to ensure he was monitored
overnight and external assessment sought in the morning to help work out his anger and thoughts of suicide. Andre then spoke
with the counsellor and discussed some options to assist him at school but agreed he call back after his appointment tomorrow to
discuss this more. They decided it was most important that Andre look after himself first before trying to work on the problem at
school. * names have been changed for privacy reasons

10 Dealing with Bullying Issues in Society | Volume 330

 Hannah*, 10 years, said she is troubled by bullies at school and at home as they live down the road. They are calling her names
and hitting her, leaving bruises. She has complained to the teacher and principal but nothing has been done. The teacher has told
her to ignore them and to try not to provoke. The counsellor let Hannah know that she believed her, that it was not okay that she
was being bullied and that to get her they would try to work out a way to make sure Hannah is safe at home and at school.
Hannah had thought it might be helpful to try to write down all of the things that had happened to her in the last month and
try showing her teacher as well as letting her dad know about the problems she is having with the kids at home. The counsellor
indicated that she might like to try this. They also worked out a plan for Hannah to play near where the teacher was ‘on duty’ at
school so that she would not be hurt there. * names have been changed for privacy reasons

More specifically, BoysTown believes: HELPFUL LINKS/RESOURCES

➤➤ All children and young people deserve the right to grow ➤➤ www.kidshelp.com.au
up in an environment free from bullying, harassment ➤➤ www.bullyingnoway.com.au
and violence ➤➤ www.cybersmart.gov.au
➤➤ Victims of bullying should never be made to feel that ➤➤ www.cybersmart.gov.au/cybernetrix
they are to blame – it is not their fault ➤➤ www.cybersmart.gov.au/wiseuptoit
➤➤ School and community environments should encour-
age and support care, respect, inclusion, diversity, REFERENCES
cooperation and nonviolent resolution of conflict 1. Tattum, D. (2006). ‘Bullying: A positive response’. Paper given at a
➤➤ All children and young people should be encouraged seminar on school bullying at the Australian Catholic University,
to speak out and be supported to ensure their safety Mitchelton Campus, Brisbane.
once they have spoken out 2. Cross, D. (2009). Australian Covert Bullying Prevalence Study. Child
Health Promotion Research Centre, Edith Cowan University, WA.
➤➤ Contemporary communication behaviour of children
3. Werle, G. (2006). Taking steps to promote safer schools. Journal of
and young people including their preferences for School Health, 76 (4), 156-158.
help seeking should be respected in the delivery of 4. Brown, S., Birch, D., & Kancherla, V. (2005). ‘Bullying perspectives:
support services. As well as face-to-face psychological Experiences, attitudes and recommendations of 9 to 13 year olds
support, telephone and online counselling together attending health education centers in the United States’. Journal
with interactive and informative web sites are critical of School Health, 75 (10), 384-392.
in supporting children and young people to overcome 5. Rigby, K. (no date). What do we know about bullying in schools?
the impacts of bullying and other harassing behaviour. Sourced from www.education.unisa.edu.au
6. Juvonen, J. & Gross, E. 2008. ‘Extending the school grounds? Bullying
experiences in cyberspace’, The Journal of School Health, v.78, n.9,
BoysTown actively advocates for the implementation
pp.496.s
of effective anti-bullying prevention and intervention 7. Cited in Sticks & stones and mobile phones: Bullying in the new
strategies. In recent years, we have contributed knowledge millennium. (2009). Reported outcomes of a forum on bullying and
to relevant government inquiries and industry forums. young people in Victoria, Youth Affairs Council of Victoria.
In 2009, BoysTown also undertook a specialised 8. Katzer, C., Fetchenhauer, D. & Belschak, F. 2009. ‘Cyberbullying: Who
research project to further understand the issue of cyber- are the victims? A comparison of victimisation in internet chatrooms
bullying, particularly its impacts and the effectiveness and victimisation in schools’, Journal of Media Psychology, v.21,
of current interventions. It is intended that the findings n.1, pp.25-26.
of this research will be communicated to government, 9. Campbell, M. 2005. ‘Cyberbullying: An old problem in a new guise?’,
Australian Journal of Guidance and Counselling, v.15, n.1, pp. 68-76.
educators, service providers and the community to assist
10. Olweus, D. 1993. Bullying at school: What we know and what we
in minimising the impact that cyberbullying can have on
can do. Cambridge, Massachusetts: Blackwell Publishers, Inc., 19.
the lives of young people. 11. Beale, A. & Hall, K. 2007. ‘Cyberbullying: What school administrators
In direct response to children and young people (and parents) can do’, The Clearing House: A Journal of Educational
impacted by bullying, harassment and/or assault, Kids Strategies, Issues and Ideas, v.81, n1, pp.8-12.
Helpline counsellors continue to offer strength-based 12. Kulig, J., Hall, R and Kalischuk, G. 2008. ‘Bullying perspectives
empowerment counselling support, advice and referrals. among rural youth: mixed methods approach’, The International
Information and tips are also provided on the Kids Helpline Journal of Rural and Remote, Health Research, Education, Practice
website for both young people and adults seeking support & Policy, v.8, pp.1-11.
and advice. 13. Kids Helpline. (2009). Cyberbullying: Experiences, impacts and
interventions as described by Australian young people. Unpublished
research report. Brisbane, Queensland: Megan Price.
FACTORS CONTRIBUTING TO BULLYING/ASSAULT
Harassment/violent assault SUGGESTED CITATION
<< Relationship conflict BoysTown (2010). Kids Helpline Information sheet:Bullying, Harassment
−− Partners (primarily boyfriend) and Physical Violence. Sourced from www.kidshelp.com.au
−− Friendships
−− Neighbours/work colleagues © BoysTown 2010. Kids Helpline information sheet:
Bullying, Harassment and Physical Violence
<< Public settings (initiated by strangers).
Kids Helpline | www.kidshelp.com.au

Issues in Society | Volume 330 Dealing with Bullying 11

 BULLYING – WHAT CAN WE DO?
A paper for a seminar at the NSW Commission for Children and Young People by
anti-bullying expert Assoc. Professor Ken Rigby, University of South Australia

are unsurprising: children identified

as bullies tend to be stronger than
average, more aggressive and lower in
empathy; victims tend to be relatively
weak physically, introverted and
socially unskilled.3 These differences
have been attributed to both genetic
factors and to their social upbringing
at home.
It should always be remembered
that these are generalisations and there
are many exceptions. In some schools
bullying occurs much less often than
others, despite a similar variation in
the attributes of individual children.
Further, we know that bullying is quite
often conducted by groups of children,
motivated by feelings of hostility or
prejudice towards those they target.
Despite these limitations, it is

E
reasonable for schools to identify
xplanations that are given to The most obvious limitation to children who are prone to become
account for bullying in a school this explanation is that the tendency involved in bully/victim problems,
are important because they help for bullying to reduce with age is either as bullies or victims or bully/
to determine what school authorities temporarily reversed when children victims and to seek to help them by
do about it. In this article1 I will enter secondary school, in Year 7 in understanding them as individuals
examine some of the more common some Australian states, such as NSW, and treating them accordingly.
explanations that have been suggested, and in Year 8 in others, such as SA.3
consider the evidence for each of them Clearly the social environment may 3. Bullying can be explained by
and discuss the implications for anti- be such as to override any maturation socio-cultural influences
bullying programmes and practices. effects that are due to age. It is here assumed that bullying
To the extent that it is believed behaviour can be explained by
1. Bullying is natural behaviour that ‘natural’ development cannot reference to the social or cultural
among children and as they be altered, this explanation is an group to which one belongs. These
develop they tend to grow out undesirable one, as it may lead schools include gender, race or ethnicity and
of it to ignore the problem. However, rec- social class. Through a process of
There is some truth in this. Res- ognising developmental changes may acculturation, group members may
earch evidence indicates that between also lead schools to examine ways in develop attitudes that incline them to
the ages of 7 and 17 years there is a which the social maturity of children bully those towards they feel socially
general trend towards fewer young can be advanced. It may also lead to a superior.4
people reporting being bullied by their recognition that there are age-related It is claimed that boys commonly
peers.2 In part, this may be because ways of bullying among children and ‘construct’ a highly masculinised
with increasing age young people age-appropriate methods of dealing identity that inclines them to act in
are more reluctant to admit, even with cases of bullying. an aggressive manner towards girls
to themselves, that they are being and also towards those who do not
bullied. The trend is most evident 2. Bullying is due to individual conform to the masculine ideal and
for physical bullying suggesting that differences between school are accordingly labeled as ‘gay.’ There
physical self-control increases with children is consistent evidence that boys bully
age. However, more sophisticated, A good deal of research has been girls much more commonly than
indirect forms of aggression, such conducted to identify correlates of vice versa and that a good deal of
as social manipulation may actually bullying behaviour and being victim- bullying targets boys who appear to
increase. ised at school. Generally, the findings be effeminate or homosexual. There

12 Dealing with Bullying Issues in Society | Volume 330

 is evidence of racist bullying, e.g. individual children to become invol- in which the culpability of aggressors
of Australian Aboriginal children, ved in bullying and also to discount needs to be acknowledged as a step
in some schools.3 However, racist sociocultural factors. But it is helpful towards their meaningful integration
bullying is not ubiquitous and evidence in drawing attention to the group in the school community.
of bullying relating to social class context of much bullying and the
differences is sparse.3 peer pressures that may motivate, Suggestions for
Although explanations of bullying sustain or terminate acts of bullying. addressing bullying in schools
along these lines can be applied in Some powerful techniques that are Here are my suggestions for what
cases of bullying in which some consistent with this explanation schools can do in addressing bullying.10
children are targeted because of their include the No Blame Approach.6 1. Adopt or devise a definition of
socio-cultural group membership, this The Method of Shared Concern7 and bullying that is acceptable to
explanation does not apply to cases the training of Student Bystanders to the school staff. I suggest that
of bullying within such social groups discourage bullying when they see it a distinction is made between
or bullying that is perpetrated by happening. non-malign bullying, as when
children who can be defined according a child unintentionally hurts
to socio-cultural criteria. 5.Bullyingis dueto inappropriate another child by what is said
The main value of this explanation handling of shame: a restorative or done and malign bullying
lies in sensitising schools to different justice perspective which is intentionally hurtful.
forms of social prejudice, especially Bullying is seen as a shameful Interest will focus mainly on the
those related to gender and race, act, yet one that the bully does not latter. A number of elements may
and motivating schools to promote acknowledge as shameful. 8 It is be included in the definition,
greater tolerance and more inclusive proposed that if perpetrators could see including (i) a desire to hurt (ii)
educational policy and practice. it that way, the bullying would cease. the repeated hurting of another
The process of changing the bully’s child or children through physical,
4. Bullying can be explained by perception requires the cooperation verbal and/or indirect means (e.g.
the way peer groups influence of significant others who are ready through exclusion) (iii) the targeted
children and able to convey the shamefulness person(s) being unable to defend
It is proposed that children in of the act and, at the same time, themselves adequately – due to
schools are most powerfully influen- sincerely accept the individual who there being an imbalance of power
ced by the social context in which has recognised its shamefulness. (iv) a sense of being oppressed
they interact with others. This context This approach combines a recog- on the part of the victim and (v)
can be described as operating at dif- nition of the individual psychology of enjoyment by the bully. Note
ferent levels. There is (i) the general the bully, who has lost an appropriate that individuals or groups may be
school ethos in so far as it promotes sense of shame, and the use of the involved as bullies or as victims. It
or discourages bullying behaviour (ii) potential restorative power of the is important that a definition be
the specific group or groups to which wider community acting together to agreed upon
children belong (with whom they bring about the necessary change. 2. The school staff should be
habitually interact in their play) and Translating this theory into prac- informed or reminded that (i)
(iii) the group of bystanders who are tice, typically requires the use of a bullying is harmful to the mental
present when a bullying incident oc- procedure known as Community and physical health of victims,
curs. Typically bystanders are present.5 Conferencing9 at which the victim of short and long term11 (ii) children
Research indicates that the school the bullying is encouraged to speak out who repeatedly engage in bullying
ethos may vary greatly between schools, in the presence of the bully and other are likely, if unchecked, to act in
as reflected for instance by the degree concerned people, graphically describ- delinquent ways when they leave
to which students hold sympathetic ing the harm that has been done. school (iii) there are Departmental
attitudes towards victims.3 This factor Restorative action is then required of policies relating to countering
is related to the extent of bullying the bully who must acknowledge the bullying (iv) there is a serious
behaviour in a school. We also know wrongdoing. Normally, this procedure risk involved through litigation
that much bullying is undertaken by is applied in cases of extreme bullying initiated by parents if reasonable
students actively or passively under when a skilled facilitator is available, steps are not taken to counter
the influence of their close peer group, and when amenable, relevant com- bullying and (v) research has
sometimes because it seems like munity members can take part. shown that anti-bullying programs
fun, sometimes because individuals Although it is unlikely that this and practices can significantly
feel pressured by their group to go approach can be applied to all cases reduce bullying, especially when
along. Finally, we know that bullying of bullying, depending as it does on undertaken collaboratively and
typically stops if bystanders act to the cooperation of those involved in fully by the school community 12
discourage it.5 addressing the problem, it has much 3. The school should undertake to
This explanation for bullying tends appeal, especially to those who see discover the nature, extent and
to neglect factors that predispose bullying as essentially a moral matter effects of bullying among its

Issues in Society | Volume 330 Dealing with Bullying 13

 3. Rigby, K. (2002) New perspectives on
bullying. London: Jessica Kingsley. In
Australia: Distributor: Footprints, phone
02 9997 3973 or email sales@footprint.
com.au.
4. This view is given in the Australian nat-
ional website dealing principally with
socio-cultural aspects of bullying. www.
bullyingnoway.com.au.
5. Pepler, D. J. and Craig, W. M. (1995). ‘A peek
behind the fence: naturalistic observations
of aggressive children with remote
audiovisual recording’. Developmental
Psychology, 31, 4, 548-553.
6. Maines, B. and Robinson, G. (1992) The no
blame approach. (The video) Bristol: Lame
students.13, 14 This can best be done Duck Publishing.
using anonymous questionnaires, 7. Pikas, A. (2001) ‘New developments of
answered by students, school staff Shared Concern Method’. School Psychology
and parents. The task of reading providing or encouraging student International 23, 3, 307-326.
and collating the responses from activities that are cooperative 8. Morrison, Brenda (2002) ‘Bullying and
students and teachers should be and/or interesting (bullying often victimisation in schools: a restorative
shared among school staff, paying results from boredom) justice approach’, Trends and Issues, No
particular attention to written 8. Action to deal with bullying incid- 219, Canberra, Australian Institute of
ents. In considering the means of Criminology. Download: www.aic.gov.au.
comments
responding to cases of bullying, 9. Moore, David School Bullying and Com-
4. A committee of school staff should munity Conferencing: Download from
be appointed with clear terms of the committee should become
www.unisa.edu.au.
reference. I suggest these include familiar with a range of proposed
10. A much fuller version is given in: Rigby, K.
(i) examining results from the methods and evaluate their likely (2003) Stop the bullying: a handbook for
survey and then planning a related effectiveness and support from schools (Revised edition) Melbourne:ACER.
presentation and discussion of staff as applied in one’s school. In Ph. 03 98577447 or (free call, interstate:
their implications (ii) suggesting doing so, consider whether differ- 1800 338402).
what actions the school should take ent methods may be applicable 11. Rigby, K. (2003) ‘Consequences of bullying
to improve its response to school to some problems but not others in schools’. Canadian Journal of Psychiatry,
and to some age groups but not to 48, p.583-591. Internet: www.cpaapc.org/
bullying (iii) providing a draft of Publications/Archives/CJP/2003/october/
a school anti-bullying policy for others. In particular, examine the
pros and cons of these: (i) the use rigby.asp.
discussion and eventual adoption 12. Rigby, K. 2002, A meta-evaluation of
5. In the course of its deliberations of rules and consequences – and
methods and approaches to reducing
I suggest that the committee what consequences can follow bullying in pre-schools and in early primary
consider (a) what the school can do (ii) problem-solving approaches, school in Australia, Commonwealth
to prevent bullying from occurring including mediation by staff Attorney-General’s Department, Canberra.
and (b) how the school may deal and/or trained students, the No- Phone 1800 708 777 for free copies. Access:
with actual cases of bullying Blame Approach, the Method of www.crimeprevention.gov.au. Also see
Shared Concern and Community commentary in www.unisa.edu.au which
6. Prevention should take into account
Conferencing also has a link to downloadable copy.
what teachers can do in classroom 13. Questionnaires on bullying are described in
meetings with students (i) to 9. Consider how the school can work
the site described above.They include widely
inform them about bullying and most effectively with parents and
used paper questionnaires (The PRQ and
related school policy (ii) to advise the wider community in both prev- the PRAQ). For further information: www.
them on how they might best enting bullying and in addressing unisa.edu.au. Also contact Dr Barrington
respond to bullying. This may actual cases should they arise Thomas, PO Box 104, Point Lonsdale,
include developing and employing 10. Produce a well-coordinated plan Victoria, Australia. 3225.
appropriate social skills; getting that is well understood and sup- 14. Rigby, K. and Thomas, E. B. (2003) How
ported by the school community. schools counter bullyining: policies and
help from the school when needed;
procedures in selected Australian schools.
and helping others, for example, as School Principal’s Handbook Series. The
bystanders or as trained mediators NOTES
1. A fuller version of part of this paper is: Professional Reading Guide: Point Lonsdale,
7. Prevention may also be promoted Victoria, Australia.
Rigby, K. (2003) ‘Addressing bullying in
by other means, for example, by schools: Theory and Practice’, Trends and
staff modelling pro-social behav- Issues, Australian Institute of Criminology, Source: Bullying – What can we do?
iour; appropriate mentoring, 1-6. Download www.aic.gov.au. A paper for the seminar at the NSW
supervision and surveillance of 2. See Olweus, D. (1993). Bullying at school. Commission for Children and Young People
student behaviour when needed; Cambridge: Blackwell. © Ken Rigby, March 2004

14 Dealing with Bullying Issues in Society | Volume 330

 What can students do?
STUDENTS ARE IMPORTANT IN CREATING A SAFE AND SUPPORTIVE SCHOOL
ENVIRONMENT. BYSTANDER INFORMATION FROM BULLYING NO WAY

F
irst of all, keep yourself safe. Each bullying situation stand and lend a hand” to stop bullying
is different. Responses need to be appropriate to the ➤➤ Find out how bullying is handled at your school –
situation and it’s not always appropriate for young how is bullying identified, reported and dealt with?
people to act alone. ➤➤ If there isn’t a policy on bullying in your school, get
Then, consider that the messages you give out, even involved in developing one. If there is a policy already,
in little ways, can make a huge difference. Research has find out what’s happening and work together to make it
shown that the greatest influence on students’ bystander effective
behaviour is what they think their friends (i.e. you!) expect ➤➤ Ask your teachers to start up conversations about
of them – not what their teacher or parents think. the issues which underlie bullying and bystander
behaviours
You can help by some of the following: ➤➤ Join, or start, a student or staff group that promotes
➤➤ Make it clear to your friends that you won’t be non-violence at your school. For example, a school
involved in bullying behaviour welcomers group, whose task it is to welcome new
➤➤ Never stand by and watch or encourage bullying students into the school and show them around
behaviour ➤➤ Ask for help to start up a campaign to reduce
➤➤ Do not harass, tease or spread gossip about others bullying
➤➤ Respect everyone and value the differences between ➤➤ Talk with adults outside of school who can help stop
people bullying everywhere
➤➤ Be friendly towards others who are new to your ➤➤ Spread the word that bullying isn’t cool!
school, who are left out or on their own.
This material is reproduced from ‘Bullying. No Way! – The Issues’.The Bullying.
If you see someone being bullied, keep safe and choose No Way! website is a product of the joint collaboration of Commonwealth,
your response to match the situation: State,Territory, Catholic and Independent education authorities.The material
is reproduced with permission of the Department of Education and Training,
➤➤ Speak up and let the person doing the bullying know
PO Box 10533 City East QLD 4002 Australia, which administers the website
what they are doing is bullying on behalf of these Australian education authorities. Educational institutions
➤➤ Refuse to join in with their bullying and walk away are granted a free, non-exclusive licence to reproduce, communicate and
➤➤ Support the student who is being bullied to ask for help store this material for educational purposes, but are not permitted to alter
➤➤ Ask a teacher or support person for help. Reporting or amend the material without the written permission of the Department
what happened can help ‘unravel’ a situation. of Education and Training.

You can help by being active at school: © Bullying No Way

➤➤ Be a leader by telling adults that you want to “take a www.bullyingnoway.com.au

Issues in Society | Volume 330 Dealing with Bullying 15

 BULLYING AT SCHOOL: HELPING YOUR CHILD

Ask the school for a copy of its policy on bullying. Also

talk to the school about how the policy will be put into
action in your child’s situation.

HOW TO INVOLVE THE SCHOOL

Bullying is something that grown-ups need to treat very
➤➤ Tell your child you will talk to the school
seriously. Rather than leaving it up to a child to sort out,
➤➤ Discuss the problem with the class teacher or year
schools, parents and community groups can work together
coordinator
to fight bullying. Following is an information sheet from the
➤➤ Ask for the teacher’s views
Raising Children Network

B
➤➤ Be assertive, not angry or accusatory
ullying can be devastating for children’s confidence ➤➤ End the meeting with a plan for how the situation
and self-esteem. They need lots of love and support, will be managed
both at home and wherever the bullying is happening. ➤➤ Keep in touch with the school.
They also need to know that you will take action to prevent
any further bullying.
If you suspect your child is being bullied, you could If your child is being bullied, get the help
start with our overview of bullying and how to spot it. of your school as quickly as you can. Schools
Or your child might be the one doing the bullying. Read take bullying extremely seriously.
our article on what to do if your child is bullying others.

TALKING TO YOUR CHILD’S SCHOOL Contacting the bully or the bully’s parents directly is
If your child is being bullied, get the help of your school likely to make the situation worse. It is always safer to
as quickly as you can. Schools take bullying extremely work with the school or organisation rather than to try
seriously. Your child’s teachers will be trained in spotting to solve bullying on your own.
and handling bullying. They will work with you to try to
prevent further bullying. IF THE BULLYING DOESN’T STOP
Your school will assess the situation with you. Schools ➤➤ Remember that it is still safer to work through your
will always focus first on protecting the victim. Then they school than to take matters into your own hands
will look at changing the bullying behaviour and deterring ➤➤ Inform the school of any further bullying incidents
others from bullying. Their suggestions will depend on the ➤➤ Keep a record of what happens and when
circumstances of the bullying and on the children involved. ➤➤ Write a note to the class teacher. Ask for your

16 Dealing with Bullying Issues in Society | Volume 330

 concern to be addressed in writing IDEAS FOR COPING WITH BULLYING
➤➤ Speak to the school principal Talk to your child about some of the different ways of
➤➤ Request a meeting to discuss the matter with the dealing with bullying behaviour and why these work. This
school board will help your child feel more confident and less powerless
➤➤ Seek further advice from your school’s regional about being bullied.
office, or legal advice about your options.
Here are some ideas:
It takes time to change behaviour, so you might not see
overnight results. Do let the school know, though, if your IDEA HOW IT WORKS
child continues to tell you about incidents of bullying. You physically remove
If you’re not satisfied with the results, ask to see the Ignore it, and move away. yourself from children who
school’s grievance procedure. If your child is still being are teasing or bullying.
bullied and you don’t think the school is doing enough to Standing up to bullies in a
stop it, consider looking for another school with a better calm way lets them know that
record of addressing bullying. Tell the bully to stop.
what they are trying to do is
not working.
By keeping away from
Give your child as much support and love as situations where bullying
you can at home. Let your child know that the occurs, you can avoid the
Avoid high-risk places.
situation is not his fault, and it can be fixed. attention of bullies – as long
as you are not missing out on
activities because of this.
SUPPORTING YOUR CHILD AT HOME
It can help to have others
Give your child as much support and love as you can Stay around other people. around to protect you if you
at home. Continue to offer support at home while you, feel threatened.
the teacher and your child come up with a plan for fixing
Other children probably
the bullying. Let your child know that the situation is not
understand what you are
his fault, and it can be fixed.
Ask other children for going through and are likely
You can give support by listening and talking. You can support. to help you if needed. Bullies
also give your child ideas for coping with the bullying. are less likely to strike if they
If your child is being bullied, you should always step can see that you have backup.
in. But it can also be helpful to give your child some skills
Your teacher will be able
to handle any future bullying or negative social behaviour
to help you deal with the
to stop it getting worse. These skills can help your child’s problem, and will come up
social development. Tell the teacher.
with a plan. The bully might
not even know that the
teacher is helping you.

It might also help your child to know why some children

bully. The following suggestions for things to tell your
child come from research on why children bully:
➤➤ ‘They are copying other people, and don’t know it’s
wrong’
➤➤ ‘They don’t know how to be nice to other people’
➤➤ ‘They have a problem, and they think that making
other people feel bad will make them feel better’
➤➤ ‘They never learned how to say please or talk about
problems.’

Sourced from the Raising Children Network’s comprehensive and quality-

assured Australian parenting website | http://raisingchildren.net.au
© 2006-2010 Raising Children Network (Australia) Limited.
All Rights Reserved.

Issues in Society | Volume 330 Dealing with Bullying 17

 Your child bullying others
Your child may be bullied, or may even be the one doing the bullying.
Stepping in early is the key, advises the Raising Children Network
When it comes to bullying behaviour, your child might be
the one affected. Or – shocking as this might be – your child DID YOU KNOW?
might be the one doing the bullying. Stepping in early is the According to research, children who bully:
key to helping your child learn how to get along with others. << Are at risk of developing long-term problems with
antisocial behaviour

I
f your child’s behaviour includes pushing other children << Might also be victims of bullying
who can’t defend themselves, saying nasty things about << Have a higher risk of engaging workplace harassment,
them, or generally making them feel bad, it might be child abuse, sexual harassment and substance abuse in
later life
time to talk to him about bullying.
<< Are more likely to have children who bully.
Bullying: the basics
➤➤ Bullying can involve physical violence or it can be
psychological. It might involve teasing somebody, or Preventing bullying is about teaching
leaving that person out of a group or activity. It can children how to get on well with others,
be face-to-face, or might happen by SMS or instant helping them learn empathy, respect and
messaging via computer how to support their friends.
➤➤ Both boys and girls use name-calling when bullying.
This is common because it’s harder for other people
to notice than physical aggression Signs that a child is bullying
➤➤ Boys are more likely to take part in bullying behaviour. If your child is bullying, someone will probably tell
Boys are also more likely to be bullied you – a teacher, another child’s parents, or one of your
➤➤ Some children might not begin a bullying episode, but child’s siblings.
might join in later or encourage the bullying. This is
If you suspect your child is bullying, you could look
also bullying.
out for the following signs:
➤➤ Your child talks about the other kids at school in an
aggressive or negative way
➤➤ Your child has money, toys or other things that don’t
belong to her.

Neither of these signs means your child is definitely

bullying, but you might want to talk to your child’s teacher
to find out if there have been any problems at school.

What to do about your child bullying

It’s important to tell your child you think his behaviour
is unacceptable and that you want it to end.
➤➤ Explain to your child what bullying is. Try to be calm
about it. Talk with your child about what he’s doing
and why he might be doing it
➤➤ Monitor your child’s use of the internet and mobile
phones
➤➤ Talk to the school (or organisation where the bullying
is happening) about its approach to bullying. Ask what
you can do from home to support the approach. Call
back regularly to check how your child is behaving
➤➤ Some children bully because they themselves have been
bullied. Listen to your child for clues that she might
be a victim of bullying
➤➤ Sometimes children join in a group that uses bullying
behaviour to avoid being bullied themselves. If your
child is bullying so he can fit in, talk to the school or
organisation about strategies he can learn to resist
joining in.

18 Dealing with Bullying Issues in Society | Volume 330

 It’s best to do something about bullying sooner rather respect and how to support their friends. With these
than later. You can have the most influence on your skills, children are much less likely to bully. Our article
child’s bullying behaviour while she’s still young – the on connecting with your school-age child has tips for
younger she is, the more likely she is to change the way helping your child develop social skills
she acts. ➤➤ Building your child’s self-esteem can help. You could
You might be tempted to congratulate your child on let her try lots of different activities, and encourage and
‘standing up for himself’, but making positive comments support her in anything she likes. It might be sports,
about bullying will encourage him to keep doing it. art, music, drama or something entirely different
➤➤ Research has found that children whose parents give
What to do if your child continues to bully them positive attention are less likely to bully. Children
If it’s not the first time your child has bullied, and you’ve who feel unloved or who experience violence in their
already tried the suggestions above, you might need to family are more likely to bully others
take further steps. If the bullying is happening at school ➤➤ Using authoritative discipline can help too – this means
or a sports club, working with the organisation will give setting limits and using non-physical discipline if your
you the best chance of changing your child’s behaviour. child doesn’t stick to them. If you want your child to
➤➤ The school or club will probably have a policy on learn how to resolve conflicts without bullying, it’s
bullying, and they’ll use that to decide the consequences important you also learn to manage your own conflicts
for your child. The most effective thing you can do is constructively.
support the organisation’s decision
➤➤ You can also set up a ‘behaviour contract’ for your Why children bully: the research
child. The contract is made with you, the school and Most children tease others at some stage. As they get
your child, so she knows you’re all working together. older, children learn how their behaviour affects other
The contract can include things like what will happen people’s feelings, so the behaviour tends to stop. Children
if she bullies and what will happen if she stops bullying. who haven’t developed empathy might continue the
You could also include things she could do instead of behaviour and become bullies. Some children have a
bullying temperament that makes them more likely to bully, while
➤➤ Talk to the school about whether your child needs others come from families where violence and ‘put-downs’
counselling to help him stop bullying, and whether are common.
the school can either offer it or refer you to someone
else. Counselling is particularly useful if your child is Sourced from the Raising Children Network’s comprehensive and quality-
having trouble with self-esteem, dealing with anger or assured Australian parenting website | http://raisingchildren.net.au
© 2006-2010 Raising Children Network (Australia) Limited.
controlling his impulses.
All Rights Reserved.

How to stop bullying

➤➤ Preventing bullying is about teaching children how to
get on well with others, helping them learn empathy,

Issues in Society | Volume 330 Dealing with Bullying 19

 Chapter 2
Cyberbullying

CYBERBULLYING
What is cyberbullying all about? Some answers from Kids Helpline
There are four things that can help you identify bullying
over a normal argument between friends. Bullying is
targeted and persistent behaviour that is intended to:
➤➤ Demean
➤➤ Intimidate
➤➤ Embarrass, or
➤➤ Harass.

Bullying also involves:

➤➤ An imbalance of power – for example a group ganging
up on an individual or someone much more confident
picking on someone who is less confident
➤➤ Repeatedly picking on someone over the phone, email,
website or online forum (for example, sending messages
to the same person over and over).1

SO, HOW IS ‘CYBERBULLYING’

DIFFERENT TO BULLYING?
Basically, cyberbullying is an extension of bullying that
goes on at school but the person doing the bullying uses
new technology such as websites, text messages, social
networking sites and emails to embarrass, demean, harass,
intimidate, or threaten other people.

WHAT YOUNG PEOPLE HAVE BEEN SAYING

P
eople everywhere use new technology to keep in touch TO KIDS HELPLINE ABOUT CYBERBULLYING
with friends, organise social events, share photos and Our counsellors have responded to lots of children
have fun. Mobile phones, emails, websites, blogs, and young people who are dealing with a range of
online games, Twitter, MySpace, Facebook and other different ‘cyberbullying’ related issues. We hear reports
networking sites can be a positive and fun tool to learn, of cyberbullying that can range from situations such as
express yourself and keep in touch. arguments between friends that get out of control, to groups
Recently it seems there has been more sad news than of young people deliberately targeting other young people.2
happy news about technology and how it can be used
to hurt other people. You may have heard news reports At Kids Helpline, we recently conducted a survey about
about the impacts of cyberbullying and you may even have cyberbullying to help us understand how this issue affects
experienced cyberbullying yourself. From what young young people. Here are some of the things they told us:
people are telling us at Kids Helpline, it is an ongoing issue. ➤➤ ‘I was paranoid that people read what they were saying
about me and that people judged me because of it’
BULLYING VS OTHER TYPES OF CONFLICT ➤➤ ‘I still feel scared and like I can’t trust people like they’re
It’s important to remember that not all fighting or going to turn on me... it is very hard for me to make friends
arguing is bullying. It is normal to have times when you even to this day even though it was over five years ago.’
have conflict and arguments with people. So, it is important
to learn how to deal with conflict. Bullying is different to Our survey also asked young people to let us know ‘what
having an argument or a fight. advice would you give a friend who is being cyberbullied?’

20 Dealing with Bullying Issues in Society | Volume 330

 Here are some responses: To help with this, we’ve included some tips to avoid
➤➤ ‘Don’t be afraid of telling, it is the best thing you can do!’ fights and disputes that are occurring online:
➤➤ ‘Don’t try and get even’ ➤➤ Remember that things can be misinterpreted. If you
➤➤ ‘Blocking is your best friend!’ have a reaction to something someone has said in
➤➤ ‘Don’t take what they say to heart ... there will always be an email or online you might want to think about
people that love and care for you and they are the ones whether replying online is the most effective way to
who really matter.’ communicate with them
➤➤ Be mindful of the people that you involve in an
WHY IS CYBERBULLYING SO argument. Have a think about whether you need to
HURTFUL AND WHY DO PEOPLE DO IT? bring them in and be careful using the ‘reply all’ function
It seems like cyberbullying is so hurtful because of the ➤➤ If you are posting photos or videos of your friends be
way that people can be bullied in front of all of their friends. aware they might feel embarrassed so make sure you
They often can’t get away from it because the messages check with them first
come through on their mobile phone, to their email ➤➤ Avoid using sarcasm in texts – people often can’t tell
account or to their social networking site like MySpace. when it’s being used.
There are lots of reasons that young people bully others.
Sometimes it’s about trying to become popular, or to REACHING OUT FOR HELP IS REALLY IMPORTANT
intimidate or make someone afraid of them. Sometimes ... AND SHOULD NOT BE SEEN AS WEAKNESS
it’s a reaction to being bullied themselves or because they If you are having issues with anything that has been
are jealous of the person they are bullying. mentioned it is really helpful to talk to someone you trust.
Research tells us that most young people do not perceive
WHAT CAN YOU DO IF bullying as being ‘cool’ and would help out their friends
YOU’RE BEING CYBERBULLIED? if they knew what was going on. Our survey showed that
The ways to deal with a problem of bullying, whether most of the young people who told someone about being
it’s at school or on the internet is always different bullied (particularly a friend and/or adult), found it was
depending on the situation that you find yourself in. It helpful for them.
may also depend on who is doing the bullying and how
it started. It is important to keep in mind that dealing HOW CAN KIDS HELPLINE HELP?
with bullying is about finding a solution that works for Kids Helpline counselling can be a great way to get
you. Sometimes it can be really hard to reach out for help your head straight before you start to work out what to
or tell someone because you are concerned that people do. Often the first step we take in working with someone
won’t understand, know what to do or that it will make who is being bullied (or cyberbullied) is to really get to
the situation worse. know and understand the situation that the young person
finds themselves in.
There are important things that can be helpful to Research tells us that most teenagers are quite aware
remember if you are being cyberbullied: of how to stay safe online and what options are available
➤➤ It is not your fault to prevent cyberbullying.
➤➤ There is help available (teachers, parents and coun- Our experience tells us that when young people are
sellors can all be helpful people to talk with about being bullied it can bring up strong emotions such as
your situation) anxiety, fear, guilt and hopelessness. Often the victims
➤➤ You can block the bullies from sending you messages do not believe that anything will help. Our counsellors
or emails or stay off line for a while can help you work through these emotions and get some
➤➤ You can get help from the police and take legal action control back in your life.
if needed
➤➤ It can help to keep copies of abusive messages that are SOME HELPFUL LINKS
sent to you because they can be used later as evidence. ➤➤ www.cybersmart.gov.au
➤➤ www.bullyingnoway.com.au
USEFUL THINGS TO REMEMBER ➤➤ www.cybersmart.gov.au/cybernetrix
WHEN COMMUNICATING ONLINE ➤➤ www.cybersmart.gov.au/wiseuptoit
(to help sort out/avoid some conflict!)
When communicating by text it is important to REFERENCES
1. Campbell, Marilyn A. (2007) Cyberbullying and young people:
remember that the people who read it don’t get to hear
Treatment principles not simplistic advice. http://eprints.qut.edu.au
your tone of voice or see your facial expressions. This can
2. Kids Helpline. (2009). Cyberbullying: Experiences, impacts and
lead to potential confusion and can then result in conflict. interventions as described by Australian young people. Unpublished
Sometimes you may even be perceived as a bully. research report. Brisbane, Queensland: Megan Price.
Sometimes school conflict can become a bigger problem
and people can start to bully other people over something © BoysTown. Kids Helpline Hot Topic: Cyberbullying
that initially started as an argument. Kids Helpline | www.kidshelp.com.au

Issues in Society | Volume 330 Dealing with Bullying 21

 INFORMATION ON CYBERBULLYING
using, and can also use false screen names to conceal their
identity. This makes it difficult, but not impossible, to find
out who the bully is.
This can reduce fear of being found out for the bully, and
create a false sense of security that makes them willing to
do or say things that they would not normally do in public.

Tips for parents

➤➤ Work together with children to prevent or deal with
current cyberbullying and increase their protection
➤➤ Talk about how to work together to deal with a
child’s experience of cyberbullying
➤➤ Encourage kids to come to you if they suspect they
are being cyberbullied. Often kids think that they
will get into trouble or have their computer or phone
taken from them if they report the abuse
➤➤ Know what your kids are doing online
This fact sheet information from Lifeline explains cyberbullying,
➤➤ Keep the computer in a supervised area (i.e. not in
and provides tips for parents and people experiencing bullying
the child’s bedroom)
on how to deal with it

C
➤➤ Have clear household rules guiding internet use
yberbullying is when someone uses electronic comm- ➤➤ If your child is being cyberbullied, don’t just focus on
unication tools (such as a mobile phone or computer) this, but also look at other issues which may be going
to bully and intimidate others. This may include on for them which may also require attention.
slandering, blackmailing, spreading rumors, excluding from
interactions, harassing, threatening or insulting someone. Tips for people experiencing bullying
➤➤ Talk to your parents or someone else you trust,
Examples of cyberbullying: about what is going on; don’t try to deal with the
➤➤ Spreading rumours online situation on your own
➤➤ Sending threatening emails, text messages or ➤➤ Print or save all emails, text messages, or chat
comments to another person conversations where the bully interacts with you
➤➤ Tricking someone into revealing private or ➤➤ Report bullying to your parents, school teacher,
embarrassing information and sending it to others Internet Service Provider (ISP), or police if it continues
➤➤ Breaking into someone’s email or social media ➤➤ Use privacy options on Facebook and Myspace
account and sending false messages to others while ➤➤ Change your mobile number, and block your
posing as this person number ID in future to prevent it being recorded
➤➤ Hiding or changing identity and sending messages when making calls with general phone use
which tease, humiliate, threaten, punish, or harass ➤➤ Change your User ID for instant messaging
another person ➤➤ Don’t respond; responding can encourage and
➤➤ Creating web pages to make fun of another person. aggravate the bullying.

Effects of cyberbullying: If you are distressed or thinking about suicide or

➤➤ Feeling distressed harming yourself seek help immediately. Call Lifeline on
➤➤ Finding it hard to interact and connect in social situations 13 11 14, speak to a GP or Counsellor about how you are
➤➤ Feeling anxious feeling. You don’t have to face your problems alone.
➤➤ Having difficulty concentrating at school, and not
being able to do school work USEFUL WEBSITES
➤➤ www.bullyingnoway.com.au
➤➤ Feeling depressed ➤➤ www.reachout.com.au
➤➤ Having a lowered sense of self-worth and confidence ➤➤ www.kidshelp.com.au
➤➤ Feeling humiliated, rejected and isolated. ➤➤ www.netalert.gov.au
➤➤ www.cybersmart.gov.au
Every person’s response to cyberbullying is different. ➤➤ www.cybersmart.gov.au/cybernetrix
The above are just some examples of how people can be – Internet safety options for secondary schools
affected. ➤➤ www.cybersmart.gov.au/wiseuptoit
– DVDs of personal experiences
The bully
One of the biggest problems with cyberbullying is that Last reviewed by Lifeline content experts in July 2010.
the bully can hide behind the electronic device they are © Lifeline | www.lifeline.org.au

22 Dealing with Bullying Issues in Society | Volume 330

 Cyberbullying: a challenge in the digital age
Stories of cyberbullying are creating terrible headlines, but how do we identify and prevent
bullying in a digital age? An ABC Health & Wellbeing report by Annabel McGilvray

B
eing digitally connected around
the clock brings huge benefits
for many of us, but for an
increasing number of children this
new connectedness also brings with it
the frightening world of 24/7 bullying.
Cyberbullying is the official title
given to the bullying that occurs via
electronic technology: on the inter-
net via online tools such as email,
MySpace, Bebo or Facebook, or with
the help of mobile technology, such
as the mobile phone.
The old-fashioned practice of
picking on someone who can’t fight
back has turned into SMS harassment
or ‘flaming’, social network shaming,
cyberstalking and chatgroup exclusion.

... cyberbullying is more

associated with thoughts
of suicide than any other
type of bullying.

The most comprehensive research

to date, the Australian Covert Bullying
Prevalence Study (ACBPS), released
in May 2009 suggests 10 per cent of
students in Years 4 to 9 have been
victims of cyberbullying. That number
is increasing, reports the study, and the
older students are, the more likely they
were to have had some connection to
the ‘behind the screens’ bullying.
But research by the Australian
Catholic University suggests the
number of young people being bullied
may be much higher, given that many “The emotional impacts can be at a Beating the virtual thugs
children won’t report it for fear of higher level because it is thought that But there are some solutions
losing access to the technology. cyberbullying is more pervasive – there for those caught in a digital web of
is potentially an unlimited number of intimidation and harassment, even
Loneliness, isolation and anger bystanders and escape is very difficult,” though anti-cyberbullying strategies
For the victims cyberbullying says John Dalgleish, Kids Helpline are just getting underway and research
means loneliness, isolation and manager of strategy and research. remains limited.
anger. Even those responsible for the Dalgleish says children exper- In July 2009, the Australian Com-
cyberbullying say they feel ‘really bad’, iencing cyberbullying may become munications and Media Authority
‘embarrassed’ and ‘sad’. withdrawn, depressed or upset. They (ACMA) launched the Cybersmart
More worryingly, a recent online may also withdraw from previous website, which is a resource for parents
survey by Kids Helpline involving 600 friendship groups; begin not wanting and children about how to use the
respondents found that cyberbullying to go to school or shift from being internet safely.
is more associated with thoughts of intensely interested in being online, Although it has been criticised
suicide than any other type of bullying. to backing away from the technology. by some for adopting a somewhat

Issues in Society | Volume 330 Dealing with Bullying 23

 being victimised is also essential.
Flinders University researcher
Alison Wotherspoon and colleague
Phillip Slee, a professor in Human
development, have been working with
certain schools in Adelaide to encour-
age children not to be bystanders.
“The vast majority of kids are
bystanders. The big thing is to turn
the bystanders into defenders,” says
Wotherspoon.
The researchers are using young
people’s own stories and ideas to
create films to help stop the abuse of
the technology.
These projects are running along-
side a federal government-supported
pilot project by the Alannah and
Madeline Foundation to encourage
the positive use of information
technology in 150 schools across the
country.

At home
But while schools and government
departments can provide important
guidance, ultimately the experts say
that an ongoing easy and trusting
simplistic approach to the problem, been cyberbullied can risk further relationship between parents and
AMCA cybersafety manager Sharon isolating victims from their support their children is essential in protecting
Trotter says the aim is to provide networks. children from cyberbullying. This
practical, clear steps for people to “We really want to encourage relationship needs to include an
follow. parents not to react by taking away the awareness of the importance of the
“We see cyberbullying as being technology because the technology expanding array of communications
one of the key cybersafety issues,” is very important for young people. technology.
says Trotter. It’s really a matter of encouraging This means parents should famil-
dialogue and not to just shut it down iarise themselves with the gadgets and
The Cybersmart tips for avoiding or take it away,” says Trotter. programs their children are using, and
and stopping cyberbullying include: where necessary establish agreements
➤➤ Ignore it. Don’t respond to the about when and how that technology
bully and they may go away “The vast majority of kids are is to be used.
➤➤ Block it. Reject messages from bystanders. The big thing is But just as importantly, it also
unwanted numbers on the mobile to turn the bystanders means that beyond the emailing,
phone or bar hostile people from into defenders.” texting and social networking,
social networking sites straightforward conversation still
➤➤ Tell someone. It may be hard, but has a big role to play.
discuss it with a parent, teacher or ACMA will soon launch a campaign And in the end, it’s not so different
contact a helpline to stop cyberbullying. Called ‘Let’s to traditional bullying as it seems.
➤➤ Keep the evidence. Save texts and Fight it Together’, it encourages
emails that may be used as evidence community-wide involvement with © 2009 ABC. All Rights Reserved.
➤➤ Report it. Tell the school, the the help of the real-life story of a boy First published by ABC Online, 17 September 2009.
internet or phone provider, or the who was cyberbullied, and how he ABC Health and Wellbeing, The Pulse
police. drew on the support of family and www.abc.net.au/health
friends to end the ordeal. Reproduced by permission of the
Australian Broadcasting Corporation
How to treat the technology and ABC Health and Wellbeing
But Trotter says they don’t want Importance of bystanders
people to fear technology. Parents or The need to encourage the bystan-
schools taking phones and internet ders – that’s more than 80 per cent
access away from children who have of us – to speak up and defend those

24 Dealing with Bullying Issues in Society | Volume 330

 Major findings from the Australian
Covert Bullying Prevalence Study
This study extract compiled by the Child Health Promotion Research Centre aims to shed light on covert
bullying among children, with the goal of identifying policy and practice to address this phenomenon

DEFINING COVERT BULLYING Findings suggest that covert bullying has the potential
to result in more severe psychological, social and mental
➤➤ Students reported that the term ‘covert’ bullying was health problems than overt bullying and is more difficult
an adult term not typically used by young people and for schools and parents to detect.
suggested that young people would think about this << Covert bullying appears to be under-reported as teachers
form of bullying as a series of discreet behaviours rather and parents are more likely to intervene on physical or
than classifying them as covert or overt. Moreover, overt bullying.
they suggested that covert bullying is any form of << One in six students reported being bullied in covert ways
bullying behaviour that is ‘not seen by adults’. Hence, such as teasing, exclusion from groups and bullying
while covert bullying is defined in the literature as through cyberspace.
a less direct form of ‘hidden’ bullying, the students << 70% of staff surveyed reported observing overt and
suggested that covert bullying to them was ‘any form covert bullying in the survey period.
of bullying that is hidden’. Students reported the << Covert bulling was slightly more prevalent among girls.
following examples of covert bullying behaviours are 18% girls compared with 15% boys.
difficult for teachers and other adults to see including: << Cyberbullying was more prevalent among secondary
‘anything behind her back’; hand gestures; weird or school students. Up to 20% of Year 9 students had
threatening looks; whispering; excluding; blackmailing; experienced or participated in this behaviour.
spreading rumours; threatening; and stealing friends. << The percentage of students who had been bullied and
Other behaviours suggested include damaging social who bullied others in covert ways increased from 21% in
relationships, playing practical jokes, breaking secrets, Year 4 to 47% in Year 9.
gossiping, criticising clothes and personalities, abusive
notes, facial expressions, and turning your back on a on its own or in conjunction with overt bullying). Of
person students who had experienced covert bullying, 60% had
➤➤ Cyberbullying was defined by young people as cruel also been teased in ‘nasty’ ways, 24% had been physically
covert bullying used primarily by young people to harm hurt, and 13% had been sent nasty messages on the
others using technology such as: social networking internet. Slightly over half (53%) of students who said
sites, other chatrooms, mobile phones, websites and that they bullied others had engaged in covert bullying
web cameras (either on its own or in conjunction with overt bullying)
➤➤ For the purpose of the ACBPS overall, covert bullying ➤➤ Both overt and covert bullying were commonly
was broadly defined as any form of aggressive behav- observed by staff, with about 70% observing or having
iour that is repeated, intended to cause harm and both these types of bullying reported to them in the
characterised by an imbalance of power, and is ‘hidden’, term the survey was conducted
out of sight of, or unacknowledged by adults. Covert ➤➤ Less than one in ten students (9%) reported that they
bullying includes behaviours linked to social aggression, generally bullied others every few weeks or more often,
relational aggression and indirect aggression as long with 11% of boys reporting they bullied others more
as the behaviour remains either unwitnessed, or frequently. By comparison, only 7% of girls reported
unaddressed, by an adult. that they bullied others frequently
➤➤ When asked qualitatively why some students bully,
PREVALENCE OF BULLYING GENERALLY most believed it was because the person bullying didn’t
➤➤ Being bullied every few weeks or more often (considered like the person they were bullying; found bullying fun;
to be frequent) overtly and/or covertly during the last enjoyed bullying others; liked to feel tough and strong,
term at school is a fairly common experience, affecting in control and popular.
approximately one in four Year 4 to Year 9 Australian
students (27%). Frequent school bullying was highest PREVALENCE OF COVERT BULLYING
among Year 5 (32%) and Year 8 (29%) students. Hurtful ➤➤ Covert bullying appears to be one of the most under-
teasing was the most prevalent of all bullying behaviours reported of all abuses, perhaps due to the shame
experienced by students, followed by having hurtful associated with the bullying or as a consequence of no or
lies told about them inappropriate responses provided by parents or teach-
➤➤ The majority of students (61%) who had been bullied ers. Teachers and parents are more likely to intervene
in any way had also experienced covert bullying (either on physical (‘overt’) types of bullying behaviour than

Issues in Society | Volume 330 Dealing with Bullying 25

 relational and social bullying. As a result, students may (between 64% and 74%)
be encouraged to engage in covert bullying to reduce ➤➤ The main findings of the (screening) quantitative
the likelihood of being detected or reprimanded analyses show that Year 4 and 8 students report the
➤➤ One in six students (16%) reported being bullied covertly highest prevalence of bullying behaviour and that
every few weeks or more often in the term the survey hurtful teasing is the most prevalent behaviour
was conducted. Students in Years 5, 6 and 8 were most experienced by students, followed by having hurtful
likely to report being bullied in this way (18-20%) and lies told about them.
those in Year 9 least likely (12%). This form of bullying
was experienced slightly more often by girls (18%) PREVALENCE OF CYBERBULLYING
compared with boys (15%) and in Government schools ➤➤ The vast majority of Year 4 through Year 9 students
(17%) more often than non-Government schools (14%) had not experienced cyberbullying, with only 7-10%
➤➤ Of those students who had ever experienced being of students reporting they were bullied by means of
bullied in ways traditionally considered to be covert, technology over the school term
more reported being ignored, not being allowed to join ➤➤ Slightly higher rates of cyberbullying were found
in or being left out on purpose (between 40% in Year 4 among secondary students and students from non-
and 22% in Year 9) than being made afraid they would Government schools
get hurt (between 27% in Year 4 and 12% in Year 9) ➤➤ Cyberbullying was not observed by or reported to as
➤➤ Very few students reported they covertly bullied others many staff members as other forms of bullying, but
(5%). Although just over a half (53%) of students who was not rare (20%)
said they bullied others also engaged in covert bullying
(either on its own or in conjunction with overt bullying)
➤➤ Students were asked to report whether they had been Cyberbullying appears to be related to age,
perpetrators of any of the covert and overt bullying with older students more likely to engage in
behaviours listed and the responses were combined. cyberbullying than younger students.
The lowest prevalence for bullying others (26%) was
found in Year 4 and the highest (55%) in Year 9. Across
all year levels, relatively few (10% or less) of the students ➤➤ Where information was available from data previously
reported only covertly bullying others whilst between collected by the CHPRC on bullying behaviours
about 10% and a quarter indicated they had bullied using technology, 10% or less of students reported
other students using both forms of bullying behaviours experiencing these behaviours
➤➤ The percentages of the students who had been both ➤➤ Differences were found in each age group regarding the
bullied and who bullied others in covert ways increased mode of technology most prevalent for cyberbullying
from 21% in Year 4 to almost half (47%) in Year 9 in and out of school. More internet-based bullying
➤➤ According to the students’ self-report, being bullied in through social networking sites was reported than
covert ways decreased from 60% in the Year 4 group through mobile phones, especially as students get older
to 35% in the Year 9 group. Similarly, being overtly ➤➤ Cyberbullying appears to be related to age (or access to
bullied was reported at its highest among the Year 4 technology), with older students more likely to engage
students (65%) and declined to 48% among the Year in cyberbullying than younger students
9 students surveyed. Thus the students’ self-report ➤➤ Students reported that home cyberbullying is likely to
of their experiences of bullying behaviours generally be higher among older students especially if parents
decreased from Year 4 to Year 9 don’t have the knowledge and skills to help their child.
➤➤ When looking at exposure to covert and overt bullying
behaviours in combination, 10% or less of the students COVERT BULLYING
reported being targets of covert bullying only, 20% or AND GENDER OF STUDENTS
less of overt bullying only and between 50% (in Year 4) ➤➤ Covert bullying appears to increase in frequency
and 28% (in Year 9) of both covert and overt bullying starting in the late primary school years among girls
behaviours and then early secondary school years among the boys
➤➤ Across all age groups, 10% or less of the students ➤➤ Covert bullying most often occurs between students of
reported they had frequently been exposed to specific the same gender, with boys more likely to be covertly
types of covert bullying behaviours in the previous term bullied by another boy (47%) or a group of boys, and
➤➤ Not all students exposed to bullying behaviours girls more likely to be bullied by another girl (48%) or
considered themselves to have been bullied. Of those a group of girls. However, nearly a third of boys (32%)
exposed to only covert forms of bullying behaviours, and approximately a quarter of girls (28%) were bullied
between 19% and 35% (dependent on the year level) by both boys and girls
reported they had been bullied. By comparison, between ➤➤ Qualitative data from students suggested girls were
33% and 61% of those exposed to only overt (more direct) more likely than boys to bully in covert ways, with
forms of bullying behaviours indicated they had been students beginning this behaviour as young as Year 3
bullied. The majority of those who experienced both ➤➤ No significant differences were found between the
forms of bullying behaviours reported they were bullied experiences of covert bullying behaviours for the boys

26 Dealing with Bullying Issues in Society | Volume 330

 and girls in the Year 4 and 6 groups in data previously
collected by the CHPRC. Nevertheless, a significantly
higher percentage of the girls than the boys in the Year
7 group felt that others had tried to have them socially
excluded by telling lies about them and trying to make
other students not like them. Girls were also more
likely to have been sent mean and hurtful messages
over the internet. Boys in Year 7 and Year 8 reported
experiencing higher levels of threatening behaviour by
being made afraid that they would be hurt. While no
statistically significant gender differences were found
for specific covert bullying behaviours in Year 9, girls
were significantly more likely to report experiencing
covert forms of bullying behaviours than boys
➤➤ Gender was a significant predictor of bullying others
in every year level. Whilst the girls were less likely to
In contrast, however, the Year 6 students who perceived
report being perpetrators of bullying behaviours, their
more negative outcomes from bullying others were
engagement in covert behaviours only was slightly
more likely to be excluded (ignored etc), whilst the Year
higher than for boys. In contrast, the prevalence of
4 students with positive outcome expectancies were
overt bullying behaviours was higher amongst boys,
less likely to report being made afraid they would get
as was their use of both covert and overt forms of
hurt or that lies were told about them and that students
bullying behaviours.
tried to make others not like them
➤➤ Students with a good understanding of social situations,
COVERT BULLYING but who lack empathy, find covert bullying works well
AND AGE OF STUDENTS in schools that do not take action to confront it. Using
➤➤ As students get older there is an increasing tendency to the peer group as an instrument of aggression requires
bully using covert rather than overt bullying behaviours skills and understanding of group mechanisms and
➤➤ While many teachers reported the prevalence of covert leadership skills. Covert bullying requires a high level
bullying to be highest in the late primary and early high of everyday social cognition and social intelligence. No
school years, many staff were unsure of how many, and correlation has been found between overt behaviours
at what age, students were covertly bullied or covertly and social intelligence.
bullied others
➤➤ Cyberbullying differences were found in each year group COVERT BULLYING LOCATIONS
(Year 4 to 9) regarding the mode of technology, with ➤➤ Students who provided qualitative data suggested
nasty messages more likely to be sent via the internet covert bullying is more likely to happen and be nastier
(most often through social networking sites) than via during break times and that its prevalence was related
mobile phones, more especially as students get older. to the type of teacher supervision in the school yard.
In contrast, students suggested that in the classroom
FACTORS ASSOCIATED its form is ‘sneakier and more careful’, with the most
WITH COVERT BULLYING common form being note passing
➤➤ Peer support was significantly associated with almost ➤➤ Bullying tends to reflect the constraints of the situation,
every bullying behaviour reported by students. Higher such that covert bullying may be more common in the
peer support reduced the odds of students being classroom and overt bullying more common in the
covertly bullied school yard
➤➤ Social competence reduced the odds of being covertly ➤➤ The majority of students who provided qualitative data
bullied, but was not associated with other bullying also felt that being hurt at school during break times, in
behaviours ways teachers cannot see, would be worse than being
➤➤ Data from previous CHPRC research found that cyberbullied at home
students’ whose attitudes were in support of bullying ➤➤ Students who provided qualitative data suggested
were more likely to be covertly bullied and to covertly that places where older students cyberbully or were
bully others. Students who had more positive attitudes cyberbullied include social networking sites such as
to those who bullied others (pro-bully attitudes) were MSN, MySpace and Bebo, whereas younger students
more likely to report being bullied (apart from exposure referred more to bullying by sending emails and
through technology amongst the Year 7 group) but less messages to phones.
likely to bully others
➤➤ Previous CHPRC data also found that those with greater EFFECTS OF COVERT BULLYING
expectations of negative outcomes from bullying others ➤➤ Covert bullying presents a higher effect-to-danger
were also less likely to report covertly bullying others. ratio, such that it contributes to the greatest harm, or

Issues in Society | Volume 330 Dealing with Bullying 27

 IDENTITY OF PERSON
BULLYING IN COVERT WAYS
➤➤ Most of the students (88%) who experienced covert
bullying, knew the person(s) who bullied them (or at
least one of the people if they were bullied by more
than one person). However, half (48%) of the students
in Year 7 in secondary schools and one third (32%) of the
students in Year 6 were bullied or also bullied covertly
by someone they did not know

Students were most likely to be covertly

bullied by students in their own year group
or students in the year above them.

➤➤ Year 9 students (compared with other year levels) were

more likely to have been bullied over the internet, both
by someone they had met while on the internet (12%)
and by someone whose identity they did not know (17%)
➤➤ Students were most likely to be covertly bullied by
students in their own year group (91%) or students in
the year above them (50%).

RESPONDING TO COVERT BULLYING

➤➤ Most students who were covertly bullied indicated that
effect, largely through social isolation, to the student they responded by walking away (75%), staying away
being bullied, whilst minimising the risk that the from the person(s) or the place where it happened (74%),
student who is bullying will be caught, put in danger ignoring the student(s) involved (72%), or becoming
or reported for bullying angry (72%)
➤➤ Across most year levels the most hurtful behaviour ➤➤ Friends (64%) followed by parents or guardians (57%)
identified by students qualitatively was name calling and then teachers and other staff members (46%) were
(hurtful teasing) followed by exclusion, with the the people students most commonly went to for help to
majority of students reporting it would be more hurtful deal with a bullying problem. Whereas boys (33%) were
to be bullied by the opposite sex more likely than girls (23%) to not ask anyone for help,
➤➤ Students reported qualitatively that if they were over half (56-57%) had spoken with friends or a parent
covertly bullied they would feel lonely, scared, angry, ➤➤ Young people reported losing faith in reporting bullying
hurt, annoyed, embarrassed, stressed, helpless, and behaviour because some teachers and other adults are
would not enjoy school. Similarly, if they were doing not taking action or not recognising covert bullying
the bullying they would feel ‘really bad’, mean, ashamed, as bullying when they see it or when it is reported,
embarrassed, guilty or sad especially via cyber means
➤➤ Students who were covertly bullied or who covertly ➤➤ Seeking help from an adult was not always effective,
bullied others reported lower levels of connectedness with more students indicating the bullying situation
to their school, higher levels of loneliness at school, felt stayed the same or got worse (45%) instead of improving
less safe at school and were more likely to experience (28%)
difficulties such as emotional symptoms, conduct ➤➤ Students reported qualitatively they would not tell an
problems, inattention and peer relationship problems adult if they were being or had been cyberbullied for
compared with students who were not covertly bullied fear of having their computer or mobile phone removed
➤➤ Important differences were found between Year 7 ➤➤ School policies that increase the consequences of overt
students who had moved to high school and been bullying without increasing the consequences of covert
covertly bullied and Year 7 students in primary schools bullying unintentionally create fertile ground for the
who were covertly bullied. The covertly bullied Year 7 emergence of covert bullying.
students in secondary schools reported feeling much
less safe at school (22.6% vs 3.6%); had higher risk STAFF ATTITUDES TO COVERT BULLYING
difficulties scores (27.9% vs 9%); were more likely to ➤➤ The vast majority of staff were not accepting of
feel lonely (75.8% vs 46.7%); and were more likely to do bullying behaviours, and see themselves as having a
nothing in response to being covertly bullied (51.3% vs responsibility to prevent bullying and to assist students
37.2%) compared to Year 7 students who were covertly who are being bullied
bullied but still located in primary schools. ➤➤ Female teachers (52%) were more likely to consider

28 Dealing with Bullying Issues in Society | Volume 330

 covert bullying to be more hurtful than overt bullying talk more with their parents and other trusted adults
compared with male teachers (31%) about these issues using strategies such as classroom
➤➤ Teachers who lack training to help them understand meetings, an anonymous ‘worry box’, and separating
covert bullying are less able to recognise it, often consider different age groups of students during break times
it less serious or problematic, and have less empathy for ➤➤ The literature review suggested that the most promising
children who are covertly bullied and are less likely to interventions appear to be those that take a more
intervene to prevent it. As a result students don’t tell whole-school approach, although their success has
them how they are feeling or talk about incidences of varied. Effective school policies to prevent and deal
covert bullying because they feel it doesn’t count with covert bullying will require the development of
➤➤ Covert bullying seems to have the greatest amount of programs aimed at:
suffering with the greatest chance of its occurrence −− enhancing a positive school climate and ethos which
going unnoticed. Hence young people perceive that it promotes pro-social behaviours
is condoned by adults −− providing pre-service and in-service training of all
➤➤ Overt and covert bullying were both commonly school staff to assist them to recognise and respond
observed by staff. Around 70% of staff observed or had appropriately to signs of covert bullying
each type of bullying reported to them in the term the −− creating physical environments that limit the
survey was conducted invisibility of covert bullying
➤➤ Teachers perceived the prevalence of covert bullying −− increasing the awareness among young people of
to be highest in the late primary and early high school how group mechanisms work and strengthening
years, but many staff were unsure of how many students their skills in conflict resolution, and
were covertly bullied or covertly bullied others −− developing anonymous, peer-led support structures
for students to access when they feel uncomfortable.

Teachers reported being more likely to MANAGEMENT OF SCHOOL BULLYING

intervene on overt bullying than covert bullying. ➤➤ Government school teachers indicated that they spent
more time managing bullying incidents with students
or parents each week compared with non-Government
➤➤ The majority of staff surveyed had observed a negative
school teachers, for both general bullying (22% and 10%)
impact on students who had been bullied in the current
and covert bullying (13% and 4%)
term. Social withdrawal was the behavioural effect
➤➤ Teachers reported being more likely to intervene on
most commonly reported by staff (73%). Nervousness
overt bullying than covert bullying.
at school, depression, and declines in academic
engagement and performance had all been observed
by at least one half of the staff during the term. SCHOOL NEEDS TO ADDRESS BULLYING
➤➤ The majority of staff (67%) felt other teachers at their
STRATEGIES TO REDUCE school needed more training to enhance their skills to
deal with a range of issues related to covert bullying,
COVERT BULLYING IN SCHOOLS
such as dealing with incidents or addressing covert
➤➤ Over one half of the teachers surveyed rated the current
(including cyberbullying) within the curriculum.
whole school bullying prevention strategies in place in
Actions and motives underlying covert bullying
their school as moderately or very effective in reducing
behaviours need to be understood to know how to
covert bullying (57%) with 21% indicating the strategies
intervene and prevent
were only slightly effective, and 5% indicating they
➤➤ To address covert bullying, schools must first review
were ineffective
how teachers are currently intervening to reduce this
➤➤ Strategies such as supervising students during lunch
problem and the impact this is having. If covert bullying
breaks were seen as more effective amongst primary
is believed to be less harmful, not recognised and/or
school staff, whereas secondary staff were slightly
adequately addressed by school staff, students who are
more likely to rate strategies incorporating the school
covertly bullied are more likely to believe this behaviour
health services or the school behaviour management/
is tolerated or condoned, feel less empowered and less
pastoral care committee as more effective. Differences
willing to tell, which in turn may establish a normative
were also evident between staff in metropolitan and
culture of acceptance of this form of behaviour.
non-metropolitan schools and Government and non-
Government schools Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas,
➤➤ There was slightly less recognition of, and more L. 2009. Australian Covert Bullying Prevalence Study (ACBPS). Child
uncertainty by, teachers about how to address bullying Health Promotion Research Centre, Edith Cowan University, Perth.
involving technology compared with other forms of
The research reported in this publication is a project of the Australian
bullying Government Department of Education, Employment and Workplace
➤➤ Qualitative data from students suggested a variety of Relations (DEEWR). The information and opinions contained in it do not
actions that they believe teachers could take to reduce necessarily reflect the views or policy of the Department of Education,
covert bullying including helping young people to Employment and Workplace Relations | www.deewr.gov.au

Issues in Society | Volume 330 Dealing with Bullying 29

 CYBERBULLYING AND THE LAW
If you are being bullied online there are things you can do to try to resolve the issue
and prevent further harassment. Advice from Youthlaw (the law as of May 2010)

C
yberbullying is when someone ➤➤ Tell someone you trust immediately very private. Learn how to change
uses the internet or mobile if you think your safety is at risk. It the settings
phones to deliberately upset is important that you don’t bottle ➤➤ Don’t engage in behaviour that
someone else. Bullying that used to it up could annoy someone, which
take place in the schoolyard can spread ➤➤ You can contact the free and could be bullying itself and could
on the internet and into your home confidential Cybersmart Online encourage bullying. Don’t forward
and bedroom. Helpline service, call Kids Helpline on messages or pictures that may be
Cyberbullying can include taking on 1800 55 1800 offensive or upsetting to someone.
photos/videos with your mobile, ➤➤ Report it to your school – they Even though you may not have
posting embarrassing photos or videos should have policies in place about started it, you will be seen to be part
online, distributing DVDs, and email- bullying and cyberbullying of the cyberbullying cycle
ing amongst friends. It can also include ➤➤ Go to a teacher you know, or who ➤➤ Remember to treat others as you
making threats, tricking someone you think has understanding. Go would like to be treated when com-
as to your identity, online stalking, with that teacher to the principal. municating online
spreading personal information or Your school has a responsibility ➤➤ Ask others before posting photos
secrets, and bombarding someone to make students feel safe. It or videos of them
with offensive messages. It can take doesn’t matter that the harassment ➤➤ Stand up and speak out! If you
place on any chat site, social network- occurred outside of school if it’s see or know about cyberbullying
ing site, file sharing site, email or sms. making you feel unsafe in school happening to a friend, support
➤➤ Report it to your ISP and/or phone them and report the bullying. You’d
Sexting is the exchange of sexually provider, or the website admin- want them to do the same for you.
explicit messages or photographs (nude istrator – there are actions they can
or semi-nude pictures) electronically, take to help What are the
most commonly through mobile ➤➤ Report it to the police – if there is consequences of ‘sexting’?
phones and social networking sites a threat to your safety or you are Taking, sending or receiving sexual
such as Facebook and Myspace. being stalked the police will help. images of a minor is illegal. If you’re found
Call Triple 000 or Crime Stoppers to have a naked or semi-naked photo of
What to do if I am on 1800 333 000. They will want to someone under 18 on your phone or
being bullied online? interview you and get a statement your computer, you can be charged with
If you are being bullied online about what has happened. They criminal child pornography offences.
there are things you can do to try to will then investigate the matter and If you forward the photo to someone
resolve the issue and prevent further may lay criminal charges against else you can be charged with a criminal
harassment. If it is very serious, legal the person bullying you. They may offence even if you delete it from your
action is possible. help you to make an application own phone. You can be charged even if
➤➤ Tell the person to stop harassing for an intervention order by the it is a photo of yourself and you agree
you Childrens’ Court (under 18). The to the photo being sent.
➤➤ Ignore it. Don’t respond to the intervention order can prevent The penalties for making and dis-
bully. If they don’t get a response someone from publishing material tributing child pornography include
they may get bored and go away about you on the internet. jail sentences of up to 16 years, as well
➤➤ Block the person. On chat sites or as a permanent record on a register of
social networking sites you can What can I do to sex offenders. Charges can result in
block the user. This will stop you prevent cyberbullying? getting suspended and expelled from
seeing messages or texts from a You need to take care to protect or working with children.
particular person your information online. Most prob-
➤➤ Keep the evidence. This can be useful lems occur when you post personal
WHERE TO GO FOR HELP
in tracking the bully down. Save texts, information online to a few people Cybersmart Online Helpline for children
emails, photos, video emails, online and then it is leaked. and young people, www.cybersmart.gov.au/
conversations or voicemails so that ➤➤ Don’t share passwords Teens.aspx, 1800 551 800.
you have proof of the bullying. It is ➤➤ Be careful what you post. Don’t If you are under 25 you can get free legal
not enough to write it down, the give up information that you want advice from Youthlaw by phone: 03 9611 2412,
proof needs to be in electronic format to keep private email: [email protected].
➤➤ Tell someone you can trust. You ➤➤ Monitor your privacy settings.
may want to talk to your mum, Note that the default settings on © Young People’s Legal Rights Centre
dad or a brother or sister facebook and other sites are not Youthlaw | www.youthlaw.asn.au

30 Dealing with Bullying Issues in Society | Volume 330

 Law falling behind cyberbullying trend
The former chief justice of the Family Court,Alistair Nicholson,
Students under the age of 16 victimised by ‘sexting’, cyber-
says the law has failed to deal with the growing problem of bullying or any other type of sexual harassment will for the
cyberbullying. Rachel Carbonell reports for ABC News first time have recourse to Australia’s anti-discrimination

T
he call comes after a landmark prosecution of cyber- laws. In a major rethink that will make it easier to prosecute
bullying offences in the Melbourne Magistrates other students and teachers guilty of sexually harassing
Court. children under 16, the federal government last week signed
A 21-year-old man was yesterday sentenced to com- off on an extensive revamp of Australia’s antiquated Sexual
munity service under Victoria’s stalking laws for sending Discrimination Act.
threatening text messages to a 17-year-old boy who days The overhaul follows growing concern about the impact
later committed suicide. The father of the 17-year-old, of cyberbullying and sexting, including cases where sexual
images of students or footage of sexual assaults are widely
Ali Halkich, made an emotional plea for tough new laws
circulated by peers using mobile phones and the internet.
following the sentencing.
Source: ‘Teenagers to get powers to fight
“We set out to prove that our boy was just a beautiful, ‘sexting’, bullying’. By Josh Gordon, The Age, 9 May 2010
healthy child and fell in a dark moment that he couldn’t
really understand and believed all the threats, if they were
real or not,” Mr Halkich said. Professor of child and adolescent health at Edith Cowan
“Unfortunately it only took that brief lapse of concen- University, Donna Cross, has been researching cyber-
tration and he is no longer here with us.” bullying for three years. She says the number of children
Mr Nicholson, now the chair of the National Centre who report being cyberbullied has increased from 15 to 25
Against Bullying, which is convening a conference on per cent over that time.
bullying in Melbourne, says there needs to be more specific “About 10 per cent of young people tell us that they are
cyberbullying laws. cyberbullied,” Professor Cross said.
“There is a very strong argument that it should be
considered a specific offence,” he said.
“You need to have some firm framework in which
“Many young people hide behind a keyboard
people can operate and know what they can and can’t do. and there is this phenomenon of digital Dutch
“In the state system, you tend to get it in the stalking courage, where kids will say and do things
area and you may also with some of the sexually explicit online that they’d never do in real life.”
communications get into breaches of pornography laws.
“[This leads] to children, quite young people, being
placed on sexual offences registers when yet it is some “But if we ask them have you ever had somebody send
stupid piece of adolescent behaviour that has nothing you a nasty picture or a nasty message over the internet
to do with the sort of behaviour that those registers are or your mobile phone, up to 25 per cent of young people
aimed at.” indicate that they have had this behaviour.”
Education Minister Julia Gillard has conceded Federal Professor Cross says she believes the solution to cyber-
Government responses to school bullying are not working. bullying will come from schools, but she says legislation
Addressing the cyberbullying conference, Ms Gillard said is also important.
one in four children were targets of bullying and in 50 “Our laws are miles behind the behaviours that young
per cent of cases the response by schools was ineffective. people are engaged in so if people are relying on regulations
She said there were several areas in need of attention. or a regulatory environment to stop this behaviour, I think
“These include empowering students about how to that it will be very ineffective in the short term,” she said.
become part of the solution to bullying, and also empowering Psychologist Michael Carr-Gregg also wants specific
teachers to help them respond to bullying behaviour, how cyberbullying laws, but in the meantime he says that
to intervene when they witness bullying rather than just children need to be taught good cyber citizenship.
standing by, and how to report it,” Ms Gillard said. “Many young people hide behind a keyboard and there
is this phenomenon of digital Dutch courage, where kids
ON THE RISE will say and do things online that they’d never do in real
Child psychologist Andrew Fuller regularly sees the life,” he said.
effects of cyberbullying on young victims at his private One of the key messages that will be delivered at the
practice. bullying summit is that educators need to better involve
“It really is the same as somebody who has witnessed children and teenagers when developing policies to deal
a really awful kind of event,” he said. with the problem.
“They are agitated, they are fearful and they are not
sure who is on their side and who’s not.” © 2010 ABC, 9 April 2010 | www.abc.net.au/news
He says there is a common belief among cyberbullies Reproduced by permission of the Australian Broadcasting
that they are legally immune. Corporation and ABC Online. All Rights Reserved.

Issues in Society | Volume 330 Dealing with Bullying 31

 CYBERBULLYING TIP SHEET
INFORMATION FOR PARENTS AND CARERS FROM PARENTLINE
way to try and be happier
➤➤ Because they were being bullied
themselves.

Where and how does

cyberbullying occur?
A recent online survey conducted
by BoysTown among 548 young people
across Australia found the most typical
forms of cyberbullying include name
calling, abusive comments, spreading
rumours, threats of physical harm, being
ignored or excluded, having opinions
slammed, online impersonation and
being sent rude or upsetting images.2
Common situations for cyber-
bullying to occur are shown in Figure 1.

How prevalent
is cyberbullying?
The incidence of cyberbullying
What is cyberbullying? masquerading as fake friends to set is somewhat difficult to determine

B
ullying’ is defined by Parentline young people up to be embarrassed because of the different ways cyber-
as the deliberate psychological, or having whole groups set up on the bullying is defined (i.e. loose definitions
emotional and/or physical internet for the purpose of excluding, which include all forms of cyber
harassment of one person by another demeaning or harassing others. aggression and not just bullying), as
person (or group) at school or in well as the apparent under-reporting
transition between school and home. What cyberbullying is not? of the abuse.
It can include exclusion from peer Some conflicts between children One national study conducted
groups, intimidation, extortion, em- and young people are a normal part recently by Australia’s Child Health
barrassment, harassment and violence of growing up and are to be expected. Promotion Research Centre (CHPRC)3
(or threats of violence). Because of this, it is common for adults found that 7-10% of students aged Year
‘Cyberbullying’ is an extended to mistake bullying and/or cyberbul- 4 to 9 reported being cyberbullied.
form of traditional bullying, the key lying for normal childhood conflict. Other studies recorded the overall
difference being that the ‘weapon’ It can help to remember that bullying incidence of cyberbullying to be
used to bully in cyberbullying cases and cyberbullying are different from around 20% of young people.4
involves new technology such as single instances of teasing or fighting Counsellors at Kids Helpline
mobile phones or the internet. The as they involve repeated instances started to notice an increase in cyber-
anonymity of these technologies plus the inappropriate use of power bullying related contacts in early 2008
means that cyberbullies are often by one or more persons over another and since July 2008 have collected
emboldened and the fear factor for less powerful person (or group). specific data on cyberbullying. Of the
victims can increase.1 Research has 50,979 counselling contacts received
shown that in many cases it is not an Why do people bully? by young people during 2008, a total
‘either or’ for bullies, cyberbullying is There are lots of different reasons of 2,147 (4.2%) recorded either bullying
simply another tool that bullies will people bully. Some reasons identified or cyberbullying as the main reason
use in addition to traditional bullying by young people include: for contact. Consistent with other
methods. ➤➤ They might get power and research findings, girls have been
Many parents are caught by sur- strength from bullying others found to experience cyberbullying
prise when they hear about the variety ➤➤ As a way to be popular and get slightly more often than boys.5
and complexity of how cyberbullying known at school Both the online survey and data
can be perpetrated. These online ➤➤ Because they are scared, so they from Kids Helpline suggests that most
attacks can range from one person try to scare others to hide their cyberbullying occurs in late primary
calling another names, right through feelings school and early high school. During
to groups of students deliberately ➤➤ Because they are unhappy and the 2008-2009 year, the most common
targeting other students on websites, take it out on others, using it as a age group to contact Kids Helpline

32 Dealing with Bullying Issues in Society | Volume 330

 regarding cyberbullying were 10-14 ➤➤ Anxiety reason, parents need to look for any
year olds (50.4%), followed by 15-18 ➤➤ Sadness or depression overt changes in a child’s behaviour,
year olds (32.6%). ➤➤ Fear which could give a clue that they may
While many of the dynamics ➤➤ Anger be being bullied.
remain the same across the ages, ➤➤ Embarrassment
cyberbullying in the primary school ➤➤ Decreased academic achievement These signs may include:
years usually focused on appearances due to difficulties the affected ➤➤ Sudden aversion to socialising
while cyberbullying in the secondary child has in concentrating or with friends
years tends to focus on the way people being in a classroom with bullies ➤➤ Disinterest or avoidance of
act, especially if they do not fit the ➤➤ Truancy behaviour by the child school
norm. to avoid the bullying behaviour ➤➤ Dropping out of sports or other
➤➤ Poor mental health and recreational activities
What are the persistent feelings of being ➤➤ Extreme sleeping behaviour
impacts of cyberbullying? physical ill (either lots more or lots less)
The reactions many young people ➤➤ Self-harming/suicidal thoughts ➤➤ Abnormal nail biting or other
have to being cyberbullied are similar and behaviours minor or severe self-harming
to those provoked by traditional ➤➤ Negative impacts on the quality behaviours
bullying. Because of the more covert of their relationships with family, ➤➤ Abnormal changes in mood and/
nature of cyberbullying however, peers, and authority figures. or behaviour.
some researchers have speculated
that cyberbullying may induce more It is important to try to understand Things parents can do
severe reactions in children and young the impact of each young person’s The powerful impact of feeling
people than what traditional bullying situation of bullying and treat it as scared, powerless, helpless, ashamed
would do.6 their own unique experience as not and other emotions that can result
For example, cyberbullying can every young person will respond from being cyberbullied, particularly
involve the public humiliation or to cyberbullying in the same way. when occurring over a long period, has
embarrassment of a child across a Research does suggest that cyberbul- the capacity for long-lasting effects
wider audience, plus the bullying lying is common and in some cases on children.
behaviour can be more invasive as the can be severe.
bully can infiltrate the victims’ home Ways that you can protect a child
and privacy through the use of the Signs to look for to help from any long-lasting negative impacts
internet and the mobile phone. recognise cyberbullying of cyberbullying include:
Overall, the most frequent impacts Like other types of bullying, the ➤➤ Being aware of bullying
of cyberbullying on children and young covert nature of cyberbullying can ➤➤ Intervening as early as possible
people appear to be consistent across make it difficult for parents to detect ➤➤ Assisting the child to reduce or stop
internal and contemporary research when it is occurring. Some children the harassment
both in Australia and internationally.7 also feel shame associated with the ➤➤ Helping the child acknowledge
bullying and/or may feel afraid to and cope with the emotions
Such impacts can include: tell others because they believe the of cyberbullying and buffering
➤➤ Low self-esteem and loss in situation will get worse or they’ll get the impact that cyberbullying
confidence in trouble or be punished. For this has on their self-esteem and
self-confidence.

FIGURE 1: FREQUENCY OF CYBERBULLYING METHODS Unfortunately there is no one

100% strategy or ‘quick fix’ that works for
Percentage of responses

80% all children. Children and young

people have different strengths and
60% 46% capabilities that need to be considered
44% 43% 41%
40% when developing strategies to deal
20% 12% 12% 16% with cyberbullying.
Listed below are several possible
0%
strategies and tips that you may like
)
m

er

es
e

er
l

to consider when deciding how best to

ai

on
sit
o

ng

sit
itt
Em
ro

ph
k

se
w

eb
at

or

help a child or young person cope. Use

.T

es
ile

rw
Ch

.g

M
ob
et

(e

he

them as a guide, and be creative – the

SN
l-n

Ot
tin
cia

child/young person knows themselves

ex
So

rt
he

and the situation better than anyone

Ot

Cyberbullying instrument else. Together you can work out what

may work best.

Issues in Society | Volume 330 Dealing with Bullying 33

 Take lots of time to hear, −− encourage your child to avoid authorities
listen and understand opening emails from cyberbullies or ➤➤ If you believe the cyberbullying sit-
➤➤ Discuss cyberbullying with the responding to bullies on MSN or SMS uation is serious enough you may
child and encourage them to tell −− if the site permits, suggest they also wish to report the incident to
you if they’re feeling bullied ‘block’ the bully or remove them the police
➤➤ Continually watch for any abnormal from their friend list ➤➤ Seeking assistance from one of the
behaviour/mood changes −− suggest they change their online following services can also help you
➤➤ You may experience very strong username or mobile number to talk through strategies:
emotions yourself as the child −− consider reporting bullying incid- −− Parentline Queensland and
describes the story – try to stay ents to the website manager Northern Territory – 1300 30 1300
calm and become aware of your −− gently suggest your child takes −− Parentline Victoria – 13 22 89
own reactions. It will help the child some time off from the computer −− Parent Helpline South Australia
if you are able to hold on to your or their mobile phone (respecting – 1300 364 100
own feelings and not act too quickly the fact that they may not wish to) −− Parent Line New South Wales
➤➤ Take complaints from the child ➤➤ Follow-up after your child has tried – 13 20 55
seriously, do not brush them off the solution and if it didn’t work, see −− Parent Help Centre Western
➤➤ Try to ascertain what ‘meaning’ the if they want to try another strategy. Australia – 08 92721466 or
child takes from the bullying, for 1800 654 432
example whether they believe what One common fear expressed by −− ParentLink ACT – 02 6205 8800.
the bully says about them children and young people is that they
➤➤ Assure the child that it is not their will be banned from using the internet HELPFUL LINKS
fault. or their mobile if they tell someone ➤➤ CyberSmart www.cybersmart.gov.au
about cyberbullying. It is important ➤➤ Connect Safely www.connectsafely.org
Help the child or young to talk to the child about what they ➤➤ Bullying No Way www.bullyingnoway.com.au
➤➤ NSW Schools – Sexting www.schools.
person understand the feel would be a helpful approach and
nsw.edu.au/news/technology/cybersafety/
power dynamic of bullying make sure that you aren’t doing things yr2009/sexting.php
➤➤ Help the child understand why that might be construed as punishing ➤➤ Cyber Quoll www.cybersmart.gov.au/
children engage in bullying, espec- them, the victim. cyberquoll
ially the power dynamic. Talk ➤➤ Hectors World http://hectorsworld.
about ways to not give the bully Try to buffer the impact of the netsafe.org.nz
power. For example, in an online cyberbullying by increasing ➤➤ SuperClubsPLUS www.scplus.com
chatroom situation emotional ret- other positive experiences
aliations on behalf of the victim in ➤➤ Assist the development of self-esteem REFERENCES
response to the bullying can show and self-confidence by helping the 1. Beale, A. and Hall, K. (2007) ‘Cyberbullying:
What school administrators (and parents) can
that the child is upset which can child to develop a broader sense
do’. The Clearing House, vol.81, no.1, Sept/Oct.
continue to give the bully power. of themselves – highlight their
2. Kids Helpline. (2009). Cyberbullying: Experiences,
strengths, reassure them that they impacts and interventions as described by
Work with the child or are loved and valued in the family, en- Australian young people. Unpublished research
young person to develop courage and support their interests report. Brisbane, Queensland: Megan Price.
options, solutions or ways ➤➤ Create opportunities for them to 3. Cross, D., Shaw,T., Hearn, L., Epstein, M., Monks,
to respond to the bully expand their support networks H., Lester, L. & Thomas, L. (2009) Australian
➤➤ Ask about the situations when outside of the bullying setting Covert Bullying Prevalence Study (ACBPS).
the bullying occurs, how the child ➤➤ Help the child experience a sense of Child Health Promotion Research Centre, Edith
reacted and things they might have personal power and control in other Cowan University, Perth.
4. As cited in Campbell, M. (2007) ‘Cyberbullying
already tried to stop the bullying areas of life such as involving them
and young people: Treatment principles not
➤➤ Ask for the child’s opinion and in some decision-making at home simplistic advice.’ Paper of the week 23rd
help them come up with problem ➤➤ Reduce the child’s focus on the February 2007. www.scientist-practitioner.com.
solving ideas bullying by increasing the amount 5. Cross, D., Shaw, T., Hearn, L., Epstein, M.,
➤➤ Involve the child in making dec- of other enjoyable and fun things Monks, H., Lester, L. & Thomas, L. (2009)
isions will help to hand some of in their life. Australian Covert Bullying Prevalence Study
the personal power back to them (ACBPS). Child Health Promotion Research
➤➤ Encourage them to calmly and ass- Enlist the assistance of others Centre, Edith Cowan University, Perth.
ertively retract from any bullying ➤➤ Notify the school of the bullying 6. Campbell, M. 2005: 71.
7. Campbell, M. 2005: 71, Kulig, J., et al., 2007:
situation and not to fight back behaviour – find out what the
3-4, Patchin J., & Sameer, H. 2006: 151-2,
➤➤ Be careful in suggesting they ignore school’s anti-bullying policies are Roberts, L., 2008: 5-6.
the bullying – this can often lead to and what options are available to
further taunting and victimisation you. If you’re not happy with the Cyber Bullying information sheet
➤➤ Specific online and mobile phone actions of the school, make this © BoysTown 2009
strategies could include: clear to relevant local education Parentline | www.parentline.com.au

34 Dealing with Bullying Issues in Society | Volume 330

 Common cybersafety issues: cyberbullying
The following information is reproduced from a cyber[smart:] website booklet
produced by the Australian Communications and Media Authority

C
yberbullying is commonly defined as the use of many people at once
information and communication technologies to ➤➤ It can provide the bully with a sense of relative anony-
support repeated and deliberate hostile behaviour mity and distance from the victim, so there is a lack of
intended to harm others. It is sometimes used as an immediate feedback or consequences.
extension to other forms of bullying, and can result in the
target of bullying experiencing social, psychological and IDENTIFYING AND RESPONDING
academic difficulties. TO INCIDENTS OF CYBERBULLYING
Children and young people can also be affected Identifying incidents of cyberbullying
by hostile behaviour that does not fit the definition Cyberbullying can happen to anyone, not just those
of cyberbullying. For example, a one off insensitive generally considered more vulnerable. Confident, outgoing
or negative remark or joke online or via text is not individuals can also be targeted.
cyberbullying by definition. However, the impact can Research has identified that girls are more likely to
be widespread due to the rapid dissemination and the report that they have been victims of cyberbullying than
relative permanency of the message sent. For the purposes boys, potentially because they engage in a higher level of
of brevity, both cyberbullying and other hostile cyber technology-assisted social communication such as SMSing,
behaviours will be referred to as cyberbullying for the emailing and social networking.
remainder of this section.
This section aims to help teachers to identify and address One or more of the following signs and changes in beh-
school-based issues arising as a result of cyberbullying aviour could indicate that a student is being cyberbullied.
between students. It may also assist teachers who feel they ➤➤ Decline in academic performance and social interaction
are the victims of cyberbullying from colleagues, parents ➤➤ Dislike and avoidance of school sometimes resulting
or students. in higher absenteeism
➤➤ Complaints of feeling unwell though parents report
KEY CHARACTERISTICS AND no specific illness
FORMS OF CYBERBULLYING ➤➤ Having less to do with friends
Cyberbullying can be conducted through many different ➤➤ Increased social exclusion and peer rejection
media including: ➤➤ Falling behind in homework
➤➤ The sending of abusive texts or emails ➤➤ Poorer physical health and sleepiness
➤➤ Taking and sharing unflattering or private images, ➤➤ Increased negative self-perception
including naked or sexual images ➤➤ Increased reluctance to participate in regular school
➤➤ Posting unkind messages or inappropriate images on activities, including classroom discussions
social networking sites ➤➤ Becoming withdrawn, appearing depressed or
➤➤ Excluding individuals from online chats or other anxious, having mood swings, crying for no apparent
communication reason
➤➤ Assuming the identity of the victim online and ➤➤ Suicidal thoughts – this should be reported to the
representing them in a negative manner or manner administration and the parents/carers immediately
that may damage their relationship with others for appropriate action.
➤➤ Repeatedly and for no strategic reasons attacking
players in online gaming. The above signs should be considered in light of the
student’s usual behaviour.
Like other forms of bullying such as verbal abuse, social Some of the signs above may also be indicators of more
exclusion and physical aggression, cyberbullying has the general social issues, specific mental health issues, or
potential to result in the target of bullying developing may even reflect developmentally appropriate behaviours
social, psychological and educational issues. for young people as they seek to establish their identity.
Exploring any significant concerns with students and
While cyberbullying is similar to real life bullying it parents/carers is an important first step towards identifying
also differs in the following ways: issues and developing strategies to overcome them.
➤➤ It can be difficult to escape and can be invasive – it can
occur 24/7 and a person can be targeted while at home Responding to incidents of cyberbullying
➤➤ It can involve harmful material being widely and rapidly If a school has a cyberbullying policy or procedure, it
disseminated to a large audience, for example, rumours should refer to that in the first instance. In the absence of
and images can be posted on public forums or sent to any policy or procedure a school may follow its standard

Issues in Society | Volume 330 Dealing with Bullying 35

 helpful as this can also isolate them from supportive
friends
5. Provide the following strategies to the student and
parent to assist with managing the issue in the future.
−− Don’t respond to any further messages/postings from
the bully and, if possible, block further correspondence
from them (block their mobile number or email address)
−− Report any further correspondence from the bully to
the parent/carer and an agreed school contact (the
child must feel comfortable talking to this person and
feel heard and respected by this person)
−− Keep evidence of any bullying to assist with tracking
down the bully and potentially reporting the matter to
police (screen captures, bully’s screen name, text and
images). If the student’s parents are concerned that the
student will continue to look at the saved material and
become more distressed, ask them to store the material
in a folder with password protection
−− Report any concerns to the administrator of the service
anti-bullying procedure to deal with cyberbullying issues. used, including the mobile phone provider (if SMS is
If the school does not have an effective anti-bullying involved), website administrator (if social networking
procedure it can follow the steps outlined below as an or chat services are involved), or internet service
interim measure. Schools are encouraged to develop their provider, as most have measures to assist with tracking
own anti-cyberbullying policies and procedures. More and blocking the bully. Some block the bully’s access
detailed information to guide this process is provided to their services entirely as bullying is often a breach
in Policies and Procedures in the Schools section on the of website terms of use
ACMA Cybersmart website www.cybersmart.gov.au/ −− If the student is distressed by the bullying, ensure they
schools.aspx, including links to specific state and territory are provided with options for psychological support
resources for use or adaptation by schools. including school counselling and the Kids Helpline
www.kidshelp.com.au or phone 1800 551 800. Ensure
Interim cyberbullying protocol they have appropriate and supportive contact people at
1. Ensure the student is safe and arrange support, including schools and help them to develop strategies to manage
the involvement of student wellbeing. Support from their distress. Ensure parents/carers are informed.
student wellbeing staff should be provided on an
ongoing basis with the agreement of the student and THE ROLE OF SCHOOLS
parent/carer to assist the student to work through the IN ADDRESSING CYBERBULLYING
effects of the cyberbullying and to help them develop All members of the school community should agree
and implement effective coping strategies on a clear definition of cyberbullying and hostile online
2. Contact the student’s parents to alert them to the behaviour. This definition needs to be understood, accepted
issue, and ongoing concerns regarding the welfare of and shared within the whole school community, including
the student, and request a meeting to discuss the issue an identification of unacceptable online behaviours and
and how best to deal with it the consequences for such behaviours. It should reflect the
3. Reassure the student that the school is taking the school’s ethos that cyberbullying is unacceptable, harmful
incident seriously and that the reported bullying will and will be acted upon.
be acted on
−− Gather basic facts about the suspected cyberbullying The key components required to establish a schoolwide
and, if possible, identify the students involved system to minimise and address cyberbullying include:
−− Implement appropriate responses to address the ➤➤ Establishing a cybersafety team
bullying using evidence-based responses such as ➤➤ Establishing a cybersafety contact person
restorative justice approaches to conflict resolution. ➤➤ Developing appropriate policies and procedures
Such approaches seek to address bullying issues while ➤➤ Educating students
providing support to both the victim and the bully ➤➤ Educating parents
to strengthen the school community and respect ➤➤ Educating staff.
individuals. Examples of evidence based approaches
to address bullying are provided at Bullying. No Way! Establishing a cybersafety team
www.bullyingnoway.com.au/ideasbox/things-work/ The establishment of a specific cybersafety team can
info-manage-2-1.shtml greatly assist with the implementation of a holistic and
4. Bear in mind that advising students to completely consistent approach to cybersafety practices within the
disengage from their online activities is not always school, and to assist students to understand and manage

36 Dealing with Bullying Issues in Society | Volume 330

 the appropriate use of personal information online. bodies, the ACMA has developed a free and accredited
The cybersafety team would lead cybersafety issues, Cybersafety Outreach – Professional Development (PD) for
auditing schools policies and procedures and establishing Educators program. The program is available as a full-day
and embedding new policies and procedures to enhance workshop or as three x 2hr sessions and provides teachers
schoolwide cybersafety behaviours. This is explored with a comprehensive understanding of a modern
further in Policies and Procedures in the Schools section student’s technology profile, digital literacy, positive online
on the ACMA Cybersmart website www.cybersmart.gov. behaviour, personal and peer safety and the school’s and
au/schools.aspx. teachers’ legal obligations to minimise and address risks.
Visit Book teacher professional development in the
Establishing a cybersafety contact person Schools section on the ACMA Cybersmart website www.
It may be useful for schools to establish a cybersafety cybersmart.gov.au/schools.aspx to make a booking.
contact person that students can report online concerns
with. This role should be promoted to staff, students Educating students
and parents and ideally would provide non-judgemental Teacher resources in the Schools section on the ACMA
guidance to students and liaise between students and Cybersmart website www.cybersmart.gov.au/schools.
parents on issues concerning student safety and wellbeing. aspx, provides links to comprehensive resources to educate
The student welfare officer may fulfil this role and the children and young people about responsible and safe
person may be a member of the cybersafety team. online behaviour and managing negative behaviours to
minimise cyberbullying.
Developing appropriate policies and procedures
Schools are encouraged to develop practical policies Educating parents
with simple rules for the prevention of cyberbullying. To deal holistically and effectively with problems
involving cyberbullying, the partnership between parents
These should include: and the school is vital to support all students involved,
➤➤ Appropriate online behaviour whether they be victims, bystanders or offenders.
➤➤ Clear consequences of hostile online behaviour Schools can direct parents to specific cyberbullying
➤➤ Methods for redressing inappropriate behaviour information for parents provided on the ACMA’s Cyber-
➤➤ ‘Bystander’ reporting rules smart website www.cybersmart.gov.au. A brief newsletter
➤➤ The provision of clear reporting and support outlining the school’s education and policy commitment
mechanisms for those involved in cyberbullying. to cyberbullying, which includes a list of possible warning
signs and a link to the supporting parent information is a
Links to cyberbullying policy templates from the states simple way to promote cross-school-home communication
and territories are available from Policies and Procedures about cyberbullying prevention. Providing a single point
in the Schools section on the ACMA Cybersmart website of contact for parents and carers to discuss concerns with
www.cybersmart.gov.au/schools.aspx. the school provides an effective way to identify and deal
with cyberbullying concerns quickly.
Educating staff
Cyberbullying poses unique challenges because, while Internet safety awareness presentations
it is more likely to occur outside the school environment, As part of its Cybersafety Outreach program, the ACMA
educators may be more likely to observe the impact than offers free general internet safety awareness presentations
parents or carers as educators view children with their for parents, students and teachers. Each presentation is
peers and can identify changes in behaviour. approximately 60 minutes, excluding question time.
Staff are likely to benefit from being provided with
awareness of the key signs to look for that may indicate a These presentations are easy to understand, thorough,
child is a victim of cyberbullying as listed on Page 35. To non-technical and informative. They cover a range of
ensure a consistent and holistic approach to cybersafety, issues including:
staff may benefit from having cyberbullying policies ➤➤ The ways children use the internet and emerging
promoted to them, and providing them with clear and technologies
practical guidelines for dealing with cyberbullying. ➤➤ Potential risks faced by children when online such as
Staff may also benefit from professional development cyberbullying, identity theft, inappropriate contact and
in the area of cybersafety. The Cybersafety Outreach exposure to inappropriate content
section provides professional development for teachers ➤➤ Tips and strategies to help children stay safe online.
free of cost. Bookings can be made through the website.
Visit Book school seminars in the Schools section on
Staff are also at risk of cyberbullying and may be
the ACMA Cybersmart website www.cybersmart.gov.au/
encouraged to participate in the development of teacher-
schools.aspx to make a booking.
specific anti-cyberbullying policies.
© Commonwealth of Australia 2009
Professional development (PD) for educators Reproduced with permission of the Australian Communications and
In consultation with key stakeholders and education Media Authority’s Cybersmart program | www.cybersmart.gov.au

Issues in Society | Volume 330 Dealing with Bullying 37

 TECHNOLOGIES USED FOR CYBERBULLYING
The following listing provides information about technologies used for cyberbullying. For more information about technologies
and sources young people are using, see the Current Technologies section of the Gateway on the ACMA Cybersmart website.
TECHNOLOGY CYBERBULLYING ACTIVITIES STRATEGIES FOR ADDRESSING THIS BEHAVIOUR
✶✶ Block communications with offensive individuals.
✶✶ Don’t respond to messages.
✶✶ Sending or posting nasty or threatening
✶✶ Keep a record of inappropriate postings, including time, date,
messages which may be anonymous.
user names for reporting.
Chat rooms message ✶✶ A group picking on or excluding individuals.
✶✶ Report misuse of personal information to the chat room or
boards on the internet ✶✶ Misusing personal information gained by
message board site host.
pretending to be someone’s ‘friend’ to spread
✶✶ Report any incidence of bullying or upsetting hostile behaviour
rumours, secrets and to gain power over others
(including exclusion) to parents, school or a trusted adult or the
Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
✶✶ Sending nasty or threatening messages or emails.
✶✶ Forwarding offensive content including jokes,
✶✶ Block communications with offensive individuals.
videos, images and sound.
✶✶ Don’t respond to messages.
✶✶ Sending computer viruses.
✶✶ In the case of an SMS report misuse of the mobile phone to the
✶✶ Accessing someone else’s account to forward
phone company if known.
Emails and text personal emails or delete them.
✶✶ Keep inappropriate messages, including time, date, email
messages via ✶✶ Constantly calling or texting a person and
addresses and mobile phone numbers for reporting.
computer or mobile making derogatory and/or rude remarks and/or
✶✶ If necessary create a new email address and only share it with
phone threatening and hostile remarks.
close friends and family.
✶✶ Taking and sharing unflattering images with
✶✶ Ensure the computer is protected from compromise. Information
other mobiles or uploading onto the internet.
Instant messaging is available in Protecting computers: e-Security in Common
✶✶ Using text or voice chat to harass or scare
(IM) on the internet cybersafety issues in the Schools section on the ACMA
someone.
Cybersmart website www.cybersmart.gov.au/schools.aspx.
✶✶ Sending a hostile attachment.
✶✶ Report any incidence of bullying or upsetting hostile behaviour
✶✶ Using someone else’s account to forward rude
(including exclusion) to parents, school or a trusted adult or the
or unpleasant messages via their contacts list.
Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
✶✶ ‘Ganging up’ – a group deciding to pick on or
exclude someone during IM.
✶✶ Making and sending inappropriate pictures and
✶✶ Block communication with people who make you feel uncom-
content.
fortable. Turn off your webcam – claim it is broken if necessary.
✶✶ Persuading or threatening young people to act
Webcam ✶✶ Report any incidence of bullying or upsetting hostile behaviour
in inappropriate ways.
(including exclusion) to parents, school or a trusted adult or the
✶✶ Using inappropriate recordings to manipulate
Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
young people.
✶✶ Posting nasty and abusive comments.
✶✶ Ask the host site to remove any images, videos, etc, that are
✶✶ Posting images, videos or sound that may
concerning.
embarrass or frighten a person.
✶✶ Report inappropriate use of passwords, identity, etc, to the host site.
✶✶ Groups excluding a person from a network.
✶✶ Keep a record of the actions of the offending parties, including
Social networking ✶✶ Creating a fake profile to bully, harass or create
the information posted, times, dates, any information about
sites on the internet trouble for a person.
their username, etc.
✶✶ Accessing another person’s account details and
✶✶ Report any incidence of bullying or upsetting hostile behaviour
using their page to post negative materials,
(including exclusion) to parents, school or a trusted adult or the
send unpleasant messages or make private
Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
information public.
✶✶ Ask the host site to remove the content.
Video hosting sites on
✶✶ Keep a record of the content and the ID of the person
responsible for posting for reporting purposes.
the internet ✶✶ Posting embarrassing or humiliating video clips.
✶✶ Report any incidence of bullying or upsetting hostile behaviour
e.g. YouTube
(including exclusion) to parents, school or a trusted adult or the
Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
Virtual worlds on the ✶✶ Avoid interaction with the negative individual/group.
internet ✶✶ Interacting negatively with someone else’s ✶✶ Report the issue to the game/virtual world site administrator.
avatar. ✶✶ Change avatar or character name if necessary.
Gaming sites on the ✶✶ Pretending to be someone else’s avatar. ✶✶ Keep a record of the other player’s avatars/usernames, their
internet ✶✶ Name calling and making abusive comments. actions and the dates/times of their inappropriate behaviour
✶✶ Picking on other users e.g. by repeatedly killing for reporting purposes.
Playing games with their characters or demeaning their lack of skill. ✶✶ Report any incidence of bullying or upsetting hostile behaviour
people in your local area ✶✶ Denying access to a team game. (including exclusion) to parents, school or a trusted adult or the
using handheld consoles Kids Helpline www.kidshelp.com.au or phone 1800 551 800.
© Commonwealth of Australia 2009. Reproduced with permission of the
Australian Communications and Media Authority’s Cybersmart program | www.cybersmart.gov.au

38 Dealing with Bullying Issues in Society | Volume 330

 Chapter 3
Bullying at work

Workplace bullying:
good practice, good business
ELIMINATING DISCRIMINATION AND HARASSMENT FROM YOUR WORKPLACE
A FACT SHEET FROM THE AUSTRALIAN HUMAN RIGHTS COMMISSION

O
ne definition of workplace There are a range of psychological anti-discrimination legislation unless
bullying is “the repeated less and physical illnesses and injuries the bullying is linked to, or based on,
favourable treatment of a that can be caused by exposure to one of the attributes covered by various
person by another or others in the bullying in the workplace, including federal anti-discrimination legislation
workplace, which may be considered anxiety disorders, stress, depression (age, sex, race, disability, etc).
unreasonable and inappropriate work- and insomnia. Everyone has the right to work in
place practice. It includes behaviour an environment free from bullying,
that intimidates, offends, degrades or harassment, discrimination and
humiliates a worker”. Bullies usually utilise power violence. Under Occupational Health
Source: ACTUQ/QCCI/Qld Govt Dept of attributed to their status, skills and Safety Acts, employers and
Workplace Health and Safety
or position in the workplace. employees have a legal responsibility
to comply with any measures that
Bullies usually utilise power attrib- promote health and safety in the
uted to their status, skills or position Using international research, workplace. Because of this duty,
in the workplace, and both men and the Beyond Bullying Association, employers need to eliminate or reduce
women can be the targets and/or the estimates that between 400,000 and the risks to employees’ health and
perpetrators. Workplace bullying can 2 million Australians will be harassed safety caused by workplace bullying.
occur between a worker and a manager at work (in 2001), while 2.5 to 5 million If you are being bullied you should
or supervisor, or between co-workers. will experience workplace harassment report it via your workplace complaint
at some time during their career. procedures – this can be to your
Bullying behaviour can range from Workplace bullying has serious employer, a supervisor/manager or
very obvious verbal or physical assault economic effects on Australian organ- health and safety representative. You
to very subtle psychological abuse. isations. A recent impact and cost could also seek advice from your union
assessment calculated that workplace or other relevant organisations such
This behaviour may include: bullying costs Australian employers as JobWatch.
➤➤ Physical or verbal abuse between 6 and 36 billion dollars every It is in everyone’s interest to en-
➤➤ Yelling, screaming or offensive year when hidden and lost opportunity sure that workplaces are free from
language costs are considered. damaging and costly behaviour such
➤➤ Excluding or isolating employees The effects on a workplace can as bullying.
➤➤ Psychological harassment include decreased productivity,
➤➤ Intimidation increased staff absenteeism, staff This fact sheet is part of Good
➤➤ Assigning meaningless tasks turnover and poor morale. Financial Practice, Good Business – information
unrelated to the job costs can include legal and workers’ and resources for employers to address
➤➤ Giving employees impossible jobs compensation and management discrimination and harassment in
➤➤ Deliberately changed work time in addressing cases of workplace the workplace. Available online at
rosters to inconvenience bullying. www.humanrights.gov.au/info_for_
particular employees Many people refer to bullying employers.
➤➤ Undermining work performance as harassment or discrimination.
by deliberately withholding However, while the effects are essen- Workplace bullying information sheet
information vital for effective tially the same, bullying may not be © Australian Human Rights Commission
work performance. unlawful under federal and state www.humanrights.gov.au

Issues in Society | Volume 330 Dealing with Bullying 39

 WORKPLACE BULLYING
About one in six people are bullied at work and in some industries the figure is higher.
Some information on what it is and how to deal with it from Bully Blocking

DESCRIPTION: WHAT’S
WORKPLACE BULLYING?
(Based on Stale Einarson and Paul McCarthy)

W
orkplace bullying involves the repetitive,
prolonged abuse of power. Unwelcome, unreas-
onable, escalating behaviours are aggressively
directed at one or more workers and cause humiliation,
offence, intimidation and distress. It places their health,
wellbeing, safety and career at risk, interferes with job
performance and creates a toxic working environment.
Workplace bullying can attack anyone, in any career, at
any level, within any organisation, at any time.

Statistics:
About one in six people are bullied at work; in some
industries the figure is higher, ranging from 25 per cent,
50 per cent to 97 per cent (Duncan and Riley study).

Types of bullying behaviours:

According to experts Einarsen and Zapf there are five
main types:
➤➤ Work-related
➤➤ Personal attacks Some reasons why bullying occurs and why
➤➤ Social isolation bullies get away with it:
➤➤ Verbal threats ➤➤ If you need to belong to a group, you’re expected to
➤➤ Spreading rumours. follow the leader
➤➤ If a leader wants everyone to treat others with
Bullying can be: respect and dignity, they create a co-operative,
Aggressive: Screams, threatens and blames is easily collaborative work climate
noticed. ➤➤ If the leader is a bully or condones bullying, everyone
Passive: Subtle, camoflaged, hard to identify, divisive, follows
undermining. ➤➤ Like the animal world, a tribe is threatened by
vulnerable members. They remind them of their own
The bullying behaviours continuum: fears and could handicap their survival. Thus people
➤➤ Bantering fear, reject and despise others who show vulnerability
➤➤ Teasing ➤➤ Most people follow the majority. Few people have
➤➤ Verbal abuse the guts to stand up and say ‘this is not fair, you
➤➤ Blame cannot treat another human being like this’ (Refer to
➤➤ Humiliation Stanley Milgram, Philip Zimbardo)
➤➤ Personal and professional denigration ➤➤ People who challenge wrongdoing upset the system,
➤➤ Overt threats which prefers to remain dysfunctional
➤➤ Harassment (e.g. racial, gender, sexual) ➤➤ People who show their anger and distress threaten
➤➤ Discrimination (e.g. age, gender, cultural, religious) bullies
➤➤ Manipulation of job specifications ➤➤ Targets give their power to bullies when they think
➤➤ Unrealistic workload they’re safe. Many don’t act when they should
➤➤ Micro-management because they believe that they will receive justice
➤➤ Cyberbullying or notes at work, when they won’t. By the time they act, it is
➤➤ Professional and personal exclusion or isolation too late, they are injured or their organisation fights
➤➤ Sabotage career and financial status back, fearing liability and exposure of incompetency.
➤➤ Whistleblower attack
➤➤ Blackmail What makes a target?
➤➤ Overt aggression/violence ➤➤ Wrong place/wrong time
➤➤ Criminal assault and murder. ➤➤ Has an unresolved dispute with the bully

40 Dealing with Bullying Issues in Society | Volume 330

 ➤➤ Previous target leaves ➤➤ Incompetent
➤➤ Different to others ➤➤ Unconfident
➤➤ Shows vulnerability ➤➤ Lacks respect and empathy for staff
➤➤ Bully is a new manager ➤➤ Under pressure to achieve goals
➤➤ Conscientious, agreeable, quiet achiever ➤➤ Under threat to protect their job
➤➤ Bully is jealous or threatened ➤➤ Poor social survival skills
➤➤ Inflame bully game by revealing distress e.g. ‘doing ➤➤ Mean, aggressive, or psychopathic
nothing’ ➤➤ Abuse or use people instead of guiding them
➤➤ Whistle blow: mismanagement, malpractice, fraud ➤➤ Expected to bully to achieve
➤➤ Inappropriate social skills – others bully as payback ➤➤ Believe it’s OK to bully as long as the work is done
➤➤ Padlocked to the job and can’t leave ➤➤ Empowered by their organisation, because they seem
➤➤ Physical injury to obtain good, short term results
➤➤ Paralysed due to earlier traumas ➤➤ Enabled by their organisation to bully
➤➤ Socially unassertive or avoid conflict ➤➤ They turn a blind eye to bullies because they’re
➤➤ Support a colleague who is being bullied – you’re next! ignorant or it reflects badly upon employer to
➤➤ You become an active trade union official denigrate and dismiss them (until they’re too hot to
➤➤ And many more ... handle and then dismiss them)
➤➤ Bully to remain in control or enable others to bully,
creating a pattern for everyone else.
Many organisations don’t understand
the connection between leadership and WHO ARE THE BULLIES?
culture on staff wellbeing. Ken Rigby’s research into school bullying reveals two
types of bullies, the malicious and the non-malicious. The
same types go to work. The secret is to remind ourselves
What’s the role of the organisation? that most people can bully or be bullied!
Many organisations don’t understand the connection
between leadership and culture on staff wellbeing. A. The serial bully:
➤➤ They don’t understand that bullying is a sign of ➤➤ Psychopath, sociopath or anti-social personality disorder
interpersonal difficulties and therefore professional ➤➤ Bully instinctively
incompetence ➤➤ 1 per cent of the population are psychopaths (less women)
➤➤ They don’t realise that bullying damages people and ➤➤ 3-5 per cent have an anti-social personality disorder.
profits Refer: Tim Field, John Clarke, Robert Hare.
➤➤ They forget that work safety and wellbeing lead to
improved performance and productivity! B. Ordinary people:
➤➤ They don’t confront change without bullying ➤➤ They bully under certain conditions, e.g. achieve
➤➤ They bully instead of dealing with conflict goals, survive at work, promotion, impress their
➤➤ They don’t want to know about any interpersonal, manager, avoid confrontation
work or safety difficulties ➤➤ There’s limited research about ordinary bullies who
➤➤ Their social capital audit and financial accountability theoretically do 94 per cent of bullying
is low ➤➤ Most employees who bully don’t realise that their
➤➤ Their management skills are limited
➤➤ Job descriptions can be inaccurate
➤➤ They misuse nepotism and favouritism
➤➤ They empower the ‘boys club’ or ‘girls group’ at the
expense of others
➤➤ Their staff training to develop social wellbeing is
negligible
➤➤ Their responsibility to respect each employee’s
perspective is restricted
➤➤ They allow bullying to take the focus off other
difficulties
➤➤ They use bullying to disguise incompetence, fraud,
malpractice or criminal behaviours
➤➤ They allow others to bully and support bullying,
including peers/bystanders/witnesses/onlookers and
subordinates (upwards bullying).

Managers who bully or condone it:

➤➤ Lacks assertive leadership skills

Issues in Society | Volume 330 Dealing with Bullying 41

 toxic behaviours are harmful and humiliating ➤➤ Poor team work
➤➤ They don’t wish to hurt targets consciously ➤➤ Brain drain – good employees leave
➤➤ Some experience real emotional distress when ➤➤ Employees waste time defending and protecting
confronted themselves
➤➤ Some can be bullied and bully in turn ➤➤ Bystander fear and distress
➤➤ Most ordinary bullies don’t realise that they achieve ➤➤ Frustration and apathy
more by being respectful and fair than employing ➤➤ Negative public relations
passive or aggressive power games ➤➤ Expensive mistakes
➤➤ Some are set up as payback or manipulated to bully. ➤➤ Can’t identify fraud and unethical behaviours or
waste resources disguising them
Few bullies are: ➤➤ Unnecessary administration, Workcover and other
➤➤ Investigated from a historical perspective (previous costs, etc.
bullying or previous jobs)
➤➤ Investigated from a systemic perspective (who else is The economy as a whole also suffers
being bullied by them at work) This includes general community costs such as
➤➤ Have their performance appraisals compared to their unemployment benefits, expensive mistakes (e.g. bullying
staff relationships leading to machinery breakdown) family breakdown, car
➤➤ Checked against witness reports or videotaped accidents, illness, medical costs and hospital care.
➤➤ Referred for a psychiatric/psychological referral
(unlike their targets). How can the bully be affected?
➤➤ Become extremely upset, hurt and defensive
THE IMPACT OF WORKPLACE BULLYING ➤➤ Hate being labelled a bully, ashamed at exposure,
The organisation loses money deny their behaviours
The loss to organisations has been calculated at between ➤➤ Wrongly blamed by a manipulative, oversensitive
$AUD 17 and 36 billion for Australia, a relatively small target
population! (Workplace Bullying Project Team, Griffith’s ➤➤ Lack prosocial skills, becomes more aggressive and
University, 2001). disruptive
➤➤ Angry at being blamed for doing what they’ve always
Some examples: done or did unconsciously because they were under
➤➤ Lost productivity pressure or following company role models
➤➤ Bullies are inefficient ➤➤ May blame others, manipulate and lie to cover up
➤➤ Reduced motivation their lack of expertise or productivity
➤➤ Unfairly treated by a faulty dispute resolution system
at work
HOW TARGETS CAN BE INJURED ➤➤ Denied natural justice
BY WORKPLACE BULLYING ➤➤ Some bullies make it to the top of the ladder, hurting
Health issues people on their way up. But sometimes they’re toppled.
Weight gain Their bullying behaviour boomerangs back on them!
Physical Cancer/heart attacks
Stress-induced illness
➤➤ Bullies’ actions are becoming too expensive for some
Suicidal thinking organisations to correct, they’re less likely to be
tolerated and protected in the future
Concentration affected
➤➤ Families may reject a bully’s aggression and payback
Reduced motivation
Intellectual e.g. an expensive divorce
Memory difficulties
Difficulty learning new material ➤➤ Many can’t release their anger in healthy, assertive ways,
(possibly Type A’s) (may be more prone to heart attacks).
Fear/panic attacks
Anger
Depression How do you prevent and reduce
Emotional workplace bullying?
Anxiety disorders
Loss of identity ➤➤ Take responsibility and ensure a safe workplace
Severe/chronic post-traumatic stress disorder ➤➤ Validate targets’ concerns
Loss of income/career ➤➤ Treat bully with respect
Loss of second job ➤➤ Use collaborative approaches to resolving
Financial Loss of promotion differences, not adversarial ones
Less superannuation
Forced retirement
➤➤ Employ laws of natural justice.
Social difficulties
Social Targets – bullying is bad – but you have options!!!
Social isolation
Family and Separation/divorce By Evelyn M. Field
sex life Lowered sex drive © Bully Blocking | www.bullying.com.au

42 Dealing with Bullying Issues in Society | Volume 330

 The costs associated with workplace bullying
As well as the costs imposed on employers, victims of bullying also bear significant
costs – both direct and indirect. A report extract from the Productivity Commission

W
orkplace bullying is one of a to businesses of somewhere between mental health symptoms; and a
number of causes of work- $17 and $36 billion. number of physical symptoms.
related stress. Estimates Using the results of international
of the proportion of the Australian research, the Beyond Bullying Assoc-
workforce subject to bullying/har- iation in Australia has estimated that Direct costs result from
assment and the costs it imposes somewhere between 2.5 million and 5 absenteeism, staff turnover,
vary considerably. As no surveys million Australians experience some legal and compensation costs,
have been conducted of Australian aspect of bullying over the course of and redundancy and early
workplaces on the incidence of their working lives (AHRC 2010).
bullying, researchers in Australia Indirect costs to businesses include
retirement payouts.
have used survey findings from other declines in labour productivity and
countries to estimate the numbers of intra-sector opportunity costs. Intra- Other costs to the economy in-
people subjected to bullying. Estim- sector costs of bullying include: the clude public sector costs such as the
ates of annual prevalence rates range costs of victims not taking up training health and medical services needed to
from a low of 3.5 per cent in Sweden or promotion opportunities due to treat bullied individuals; income sup-
(Leymann 1997) to 21.5 per cent in the stress; negative impacts on worker port and other government benefits
United States of America. innovation and creativity which provided to victims of bullying who
reduces company growth and profits; become unemployed; and the legal
and the negative impact of publicised costs associated with pursuing formal
1,500,000 employees were cases of bullying on the brand name complaints.
estimated to be the victims and goodwill of a company.
of bullying in Australia in Direct costs result from absent- Extract from Chapter 11: Psychosocial Hazards
2000 with estimated costs eeism, staff turnover, legal and Regulation Benchmarking – OHS
to businesses of somewhere compensation costs, and redundancy © Productivity Commission | www.pc.gov.au
and early retirement payouts. Hidden
between $17 and $36 billion.
direct costs include management time
consumed in addressing claims
Sheehan et al. (2001) applied a low for bullying, investigating
and a high rate to Australia. The more allegations of bullying
conservative prevalence rate of 3.5 through formal grievance
per cent was applied to the working procedures and workplace
population of 10 million in Australia, support services such
to estimate that 350,000 persons were as counselling. Other
bullied in Australia in 2000 and cost costs include the loss
businesses somewhere between $6 of productivity resulting
billion and $13 billion. from: reduced performance
A higher prevalence rate of 15 of victims who continue to
per cent was derived by using the work; replacing victims with
approximate mid point of two inter- initially less experienced
national estimates – a survey of 5,300 and so less productive staff;
employees in over 70 organisations in and internal transfers, and loss
the United Kingdom which provided or absenteeism of co-workers
a bullying prevalence rate of 10.5 per (Sheehan 2001).
cent (Cooper and Hoel 2000) and a As well as the costs imposed
survey conducted of the population on employers, victims of bullying
of the state of Michigan in the United also bear significant costs.
States which yielded a prevalence rate These costs can include:
reported as 21.5 per cent (Jagatic and isolation and withdrawal;
Keashly 2000). At this higher rate, fear of dismissal or loss of
1,500,000 employees were estimated job promotion opportun-
to be the victims of bullying in ities; stress and anxiety;
Australia in 2000 with estimated costs low self-esteem; other

Issues in Society | Volume 330 Dealing with Bullying 43

 JURISDICTIONAL APPROACHES TO
REGULATING WORKPLACE BULLYING
The following analysis focuses on differences in the definitions South Wales, Victoria, Western Australia and the
and treatment of bullying among Australia’s different Northern Territory define bullying as being directed
jurisdictions without identifying which jurisdictions impose at workers/employees
higher costs on businesses. The diversity in definitions and ➤➤ While these jurisdictions define bullying as repeated,
regulatory treatment creates uncertainty and imposes New South Wales leaves open the interpretation
unnecessary costs, especially for businesses operating in that isolated incidents could be regarded as bullying
more than one jurisdiction, according to this report extract (WorkCover NSW 2009b)
from the Productivity Commission ➤➤ Western Australia and the Northern Territory also
include ‘inappropriate’ behaviour in their definition
Differences in definitions of bullying behaviour.
of bullying as a psychosocial hazard

I
ndividual jurisdictions have developed their own
definitions of workplace bullying (Table 11.4) and, as a
Individual jurisdictions have developed their
result, there is no single nationally accepted statutory own definitions of workplace bullying.
definition which has been adopted by all jurisdictions.
Notwithstanding the number of different definitions, all Queensland, South Australia and Tasmania use quite
jurisdictions, except Queensland, South Australia and different definitions:
Tasmania, use reasonably consistent definitions embody- ➤➤ Queensland clearly states bullying does not include
ing the words ‘repeated unreasonable behaviour … that sexual harassment
creates a risk to health and safety’. ➤➤ Queensland and South Australia use the concept
of what behaviour a reasonable person would find
Some particular notable differences among those using humiliating or threatening to define bullying
the above phrase include: ➤➤ South Australia defines bullying as ‘systematic’
➤➤ The Commonwealth and the ACT define bullying as ➤➤ Tasmania specifies that the behaviour can include
being directed at persons in a workplace, while New psychological and physical violence.

TABLE 11.4: DEFINITIONS OF BULLYING INCLUDED IN OHS ACTS, CODES OF PRACTICE AND GUIDANCE NOTES
Source Definition of bullying
‘repeated, unreasonable behaviour directed towards a person or group of persons at a workplace, which creates a
Cwlth Guidance note
risk to health and safety’.a
‘repeated unreasonable behaviour directed towards a worker or group of workers that creates a risk to health and
NSW Guidance note
safety.’
‘repeated unreasonable behaviour directed towards a worker or group of workers that creates a risk to health and
Vic Guidance note
safety.’
‘repeated behaviour, other than behaviour amounting to sexual harassment, by a person, including the person’s
employer or a co-worker or group of co-workers of the person that: (a) is unwelcome and unsolicited (b) the person
QLD Code of practice
considers to be offensive, intimidating, humiliating or threatening (c) a reasonable person would consider to be
offensive, humiliating, intimidating or threatening.‘
‘any behaviour that is repeated, systematic and directed towards an employee or group of employees that a
SA s. 55 (A) of OHS Act reasonable person, having regard to the circumstances, would expect to victimise, humiliate, undermine or threaten
and which creates a risk to health and safety.’b
‘repeated unreasonable or inappropriate behaviour directed towards a worker, or group of workers, that creates a
WA Code of practice
risk to health and safety.’
‘persistent and repeatedly aggressive behaviour (that) goes beyond a one-off disagreement, ... increases in intensity
Tas Guidance note
and becomes offensive or harmful to someone, ... can include psychological and physical violence.’
‘repeated, unreasonable or inappropriate behaviour directed towards a worker, or group of workers, that creates a
NT Guidance note
risk to health and safety.’
‘repeated, unreasonable behaviour directed towards a person or group of persons at a workplace, which creates a
ACT Guidance note
risk to health and safety.’
a) ‘Repeated’ refers to the persistent or ongoing nature of the behaviour, not the specific type of behaviour, which may vary. ‘Unreasonable behaviour’
means behaviour that a reasonable person, having regard to the circumstances, would expect to victimise, humiliate, undermine or threaten. ‘Risk to
health and safety’ includes the risk to the emotional, mental or physical health of the person(s) in the workplace.
b) Repeated refers to the persistent or ongoing nature of the behaviour and can refer to a range of different types of behaviour over time. Systematic
refers to having, showing or involving a method or plan. Source: OHS Acts, codes of practice and guidance notes.

44 Dealing with Bullying Issues in Society | Volume 330

 HOW HAVE CASES OF WORK-RELATED BULLYING BEEN HANDLED IN THE COURTS?

A
long with attempts at improving the prevention of work-related stress through inspections, regulators have used prosecutions
to both punish businesses and individuals who have breached their OHS responsibilities, and to provide greater clarity as to the
responsibilities under OHS Acts.
Analysis of case law in Australia shows that New South Wales and Victoria have been the most active in terms of prosecution in clarifying
the application of the law relating to bullying and harassment. There are a number of examples of courts having accepted evidence of
less overt forms of bullying in actions for unfair dismissal, breaches of employment contracts and psychological injury. As most areas
of bullying and stress are less tangible and attributable than physical harm, the acceptance of less overt forms of bullying is likely to
increase the sense of responsibility and uncertainty faced by employers.
The CPSU complained that prosecution policy fails to aim for precedents in issues such as fatigue, stress and bullying, focussing
instead on catastrophic incidents (sub. DR19). However, there have been a number of cases where employers have been prosecuted
for contravention of major OHS Acts for allowing bullying to take place.
One notable example of prosecution of employers being liable for bullying occurred in 2004 where a company and two of its four
directors were prosecuted for a breach of the Occupational Health and Safety Act 2000 (NSW) in relation to the ‘initiation’ of a
16-year-old labourer (Inspector Maddaford v Coleman (NSW) Pty Ltd & Or [2004] NSWIRComm 317). The two directors were found to
be personally liable under the Act even though they were not directly involved in the incident. It was argued that the risk of bullying
was foreseeable and that it was not sufficient for employers to be reactive to cases of bullying. The implication of this decision is that
employers need to be proactive in preventing bullying in order to meet their obligations under OHS legislation to provide a safe and
healthy working environment.
WorkSafe Victoria has successfully prosecuted a number of individuals and companies for bullying behaviours. For example, it took
action against a radio announcer who had repeatedly verbally abused and issued threats of violence against his fellow employees in
2002 and 2003 (WorkSafe Victoria vs Ballarat Radio Pty Ltd and R. Mowatt (August 2004)). The radio announcer was convicted and
fined $10,000 on two counts of relating to intimidating co-workers and for failing to take care for the health and safety of others in
the workplace. The broadcasting company was fined $25,000 for failing to provide a safe workplace and $25,000 for failing to provide
instruction, training and supervision in relation to bullying.
In a more recent case, a company and four employees were prosecuted for the bullying of a female employee at a café operating in
an inner city suburb of Melbourne. In the ruling made in February 2010 it was determined that the female employee had committed
suicide in September 2006 as a result of the persistent and relentless bullying she faced in the workplace.
The four staff members, including a director, were convicted for failing to provide reasonable care for the health and safety of persons
in the workplace, and were fined a combined total of $115,000, while the company which owned the café was fined $220,000. The
magistrate said that the acts of the defendants carried a high risk of serious injury and their culpability was far too significant to
warrant non-convictions.
As a result of the decision, the Victorian Government announced that there would be a renewed focus by WorkSafe Victoria inspectors
on bullying. As part of the response, WorkSafe Victoria will assist employers to train staff, promote the development of anti-bullying
strategies and investigate cases that can result in charges being laid.
New South Wales and Victoria use prosecution more extensively than other jurisdictions to clarify the application of the law, especially
the general duty of care upon employers to provide healthy and safe workplaces, as to responsibilities to address psychosocial hazards,
particularly bullying and occupational violence.
Extract from Chapter 11: Psychosocial Hazards, Regulation Benchmarking – OHS
© Productivity Commission | www.pc.gov.au

The Occupational Health Safety and Welfare Act 1986 All jurisdictions provide material on the negative
(SA) also outlines actions which should not be constituted impacts of workplace bullying to employers and employees
as bullying. These include ‘reasonable actions’ taken by in the form of guidance notes.
employers to discipline, counsel, demote, dismiss or
retrench workers.
Other ‘reasonable actions’ also include decisions made All jurisdictions provide material on the
by employers on ‘reasonable grounds’ not to award or negative impacts of workplace bullying to
provide a promotion, transfer, or benefit to a worker. employers and employees in the form of
guidance notes.
Differences in regulatory requirements to detect
and manage work-related stress
Bullying Only Queensland (Prevention of Workplace Harassment
South Australia has provisions under its OHS Act which Code of Practice 2004) and Western Australia (Violence,
gives inspectors the powers to take reasonable steps to Aggression and Bullying at Work 2006) provide codes of
resolve a case of bullying or abuse at work between the practice on bullying. Both provide information on: how to
existing parties themselves or refer the matter to the manage bullying and how to manage this hazard through
Industrial Commission if it remains unresolved. risk management; consultations; and monitoring and

Issues in Society | Volume 330 Dealing with Bullying 45

 review of processes (Queensland) and policies (Western Codes of practice provide guidance to duty holders
Australia). about how to meet their obligations under OHS legislation
The Queensland code also looks at the impact of and do not generally constitute legal obligations.1
workplace harassment; and the legislation that covers Hence, it may be misleading to place too much
workplace harassment. The Western Australian code emphasis on the significance of having a code as distinct
also provides information on: provision of information from guidance material in ensuring compliance. On the
and training; and ways to respond to bullying including other hand, a study by Johnstone, Quinlan and McNamara
dealing with complaints and their investigation. In observed that having psychosocial issues regulated through
addition, Queensland provides guidance notes to particular a separate code of practice (in Queensland and Western
industries (restaurant, road freight and take away food Australia) rather than guidance material, sent a strong
retailing industry) on dealing with harassment. signal both to employers and to inspectors, in terms of
giving them stronger direction to monitor compliance
behaviour (2008, p.30). A review conducted by SafeWork
Codes of practice provide guidance to duty SA in 2008 concluded that a definition of inappropriate
holders about how to meet their obligations behaviour should be retained in South Australia’s Act
under OHS legislation and do not generally and that guidance material or codes of practice were
constitute legal obligations. not a viable substitute for the definition, as it provides a
heightened awareness among employers and employees of
the consequences of inappropriate workplace behaviour.
New South Wales and Victoria share guidance material
for employers and employees on preventing and responding ENDNOTES
to bullying at work. This guidance note defines bullying 1. The exceptions are a few compliance codes operating under Victorian
behaviours, outlines the risk management process in and Queensland legislation which have deemed to comply status.
identifying, assessing and controlling bullying behaviours
and provides alternative responses to managing bullying Extracts from Chapter 11: Psychosocial Hazards
behaviour. As a result of the development of common Regulation Benchmarking – OHS
guidance material on the topic in these jurisdictions, © Productivity Commission | www.pc.gov.au
systems set up by an organisation in one of these juris-
dictions to manage bullying and harassment could be
replicated in the other jurisdiction. These arrangements
potentially reduce costs of managing psychosocial hazards
for firms operating in both jurisdictions.
There is some debate about the relative merits of codes
of practice and guidance material in achieving compliance
outcomes in relation to bullying (and harassment).

46 Dealing with Bullying Issues in Society | Volume 330

 WORKPLACE BULLIES HIT BOTTOM LINE
Well-prepared companies can avoid a whole lot of pain – not least to themselves
– by ensuring employees are safe, observes Stuart King

C
ourage comes in various guises. complainant in this case alleged that, principles and processes. All of this has
Admittedly, the stories of cour- while working for the company, he much to do with organisations being
age in my armoury of police was regularly shot at with a nail gun authentic about people and culture
tales have mostly involved conflict: by a supervisor. He also claimed he matters. Good practice at the top is
on the one hand, offenders with guns, was struck on the head with a large wonderfully contagious. It is always
knives and machetes and, on the other, piece of wood thrown at him, which about leadership.
ordinary citizens who have stumbled later caused him to vomit. Organisations that are focused
upon scenes and accidentally or With other matters confounding on reputation enhancement, growth,
deliberately become heroes. the case, the situation became pretty customer satisfaction and a harmon-
But the one that sticks in my mind untidy, there was adverse publicity for ious workforce invest in risk reduction
is the guts of a young lad, just 16, who the company and the whole shemozzle and early diagnosis of problems.
walked into my police station one day ended up in the national workplace Arguably this is specialist work,
and told me about the continual hurt relations tribunal. Settlement includes beyond standard HR practice. The cost
to which he had been subjected at the the public apology and a confidential of putting into place mechanisms to
hands of several bullies who worked payout. set behavioural expectations or deal
at the supermarket where he had a swiftly with suspected indiscretions
casual job. Sadly, harassment, bullying and behavioural shortcomings is
Through his flood of tears and a mere droplet compared with the
emotion, I heard his dilemma. Manage-
and unattractive behaviour price of litigation and subsequent
ment had refused to listen to his story; still exist in the workplace ... reputation damage to a brand.
for complex reasons he had no one to Studies show that each workplace
talk to at home or school. He decided Just for a moment forget the payout. behaviour complaint can cost a bus-
to tell his story to the police. Think instead of the humiliation the iness between $40,000 and $70,000
His account was substantiated public notice, expected within a week, – and that’s before the lawyers join in.
and the supermarket bullies were will bring for the company. There are not many winners in
disciplined. So was a manager who US studies suggest that a corpor- disputes involving internal complaint
had turned a blind eye. Unfortunately ation’s image accounts for up to 4 per response (or lack thereof). Who
the teenager quit, an all-too-familiar cent of its stock price. Companies that knows, perhaps a wily production
outcome. Inquiries revealed that the do not heed good governance, plan for house will reap a bonanza through a
management had lacked the necessary risk or understand the basics of good TV mini-drama centred on the current
skills and the business had no systems human resources practice gamble $37 million David Jones damages
or guidelines in place to prevent risk with their own stock. Eventually, claim – but at what cost for each tear
or deal with complaints about the shareholders become restless and shed by the real-life players?
behaviour of colleagues. noisy, and regular customers unfaith- We are yet to hear the end of the
It was not a big community and ful and scarce. DJs saga but the question has to be
this well-mannered young man was Human behaviour is intriguing asked: were the mechanisms in place?
liked. Word spread quickly around the and unpredictable. There is enough It takes courage to be like the lad
neighbourhood and the store manag- material in temperament for a PhD who walked into my police station
ement was shamed and humiliated – a thesis. Putting staff in an office or all those years ago, but it only takes
modern-day version of Middle Ages factory environment, with no cultural commonsense, leadership, wisdom
miscreants being placed in the stocks guidelines, and asking them to work and good governance for a chief
and pelted with rotten tomatoes. together to achieve a desired outcome executive or a board to ensure that
The courage of this teenager dealt is, in itself, a risk. a workplace is safe and harmonious.
a hefty right hook to the supermarket Let risk run unchecked and reput-
brand – not unlike the bruising that ation chaos will loom with the loss of Stuart King is the managing director
a building company will cop later good people, shareholder scepticism of Kings Workplace Solutions, specialists
this month when it publishes a and wariness, public scrutiny and in workplace conflict resolution and
prominent public notice apology to probing questions from a relentless organisational risk management. He
an employee, and to the Construction, media. was a Victoria Police officer for more
Forestry, Mining and Energy Union, Sadly, harassment, bullying and than 30 years.
for the way he was treated at work unattractive behaviour still exist in
and for comments made by a company the workplace, but mainly only where Opinion first published 21 September 2010
executive about the union. The young companies pay lip service to robust The Age | www.theage.com.au

Issues in Society | Volume 330 Dealing with Bullying 47

 Cultural change part of stopping the bullies
We all have a responsibility to raise awareness of workplace bullying and make
sure it is not ignored, writes Dr Carlo Caponecchia
compensation process, increased premiums, and damage
to reputation. In Australia, claims for compensation over
stress account for only 7 per cent of the total number of
compensation claims but 27 per cent of the total cost.
The government organisations that administer
workplace safety legislation, however, have begun to
recognise bullying as an important issue. Hopefully, the
Federal Government’s plans to standardise occupational
health and safety legislation across the states will firmly
and specifically tackle bullying as an issue that affects many
workers and their families.
Solving workplace bullying is not just about weeding out
the ‘bullies’. Anyone is capable of using bullying behaviour,
and unfortunately some workplace cultures promote it.
The person displaying bullying behaviour needs to be
seen in the context of their organisation and the demands
placed on them: competitiveness and increasing pressures

T
he reported suicide of ambulance officer Christine on workers concerning working hours, deadlines and
Hodder after she was allegedly bullied at work is, performance all have an impact.
sadly, only the latest in a string of disturbing reports This is not to shift all the blame onto organisations
on the escalation of workplace bullying. – but to highlight that we need to avoid always vilifying
Recent reports from NSW alone reveal bullying at all the ‘bully’. A balanced solution would involve making
levels in the workplace, with cases involving nurses, public organisations resilient to bullying behaviour, rather than
servants and even high-profile professionals and executives just busting the bully or attempting to rehabilitate the
featuring in the news. target. Post-crisis intervention – the ambulance at the
Bullying may be happening in your workplace, but bottom of the cliff – is not good enough when there are
you may not know it. Many people feel humiliated about ample signs bullying is likely to occur.
reporting it, do not know who to report it to, or do not Similarly, preventing workplace bullying is not just
think anything will be done. about policy. Zero-tolerance policies are just window-
To make things more complex, harassment and violence dressing unless they are backed up with a genuine
is often involved. Harassment can be a single instance commitment to prevent problems as well as to fix them.
of offensive or humiliating behaviour, relevant to some That commitment needs to be communicated. At the
characteristic of the individual, such as race or sex. Bullying, very least, responsible organisations should be investing
by contrast, is unreasonable behaviour which is repeated, in training on bullying awareness and in developing
including things such as spreading malicious gossip, innovative strategies to enable appropriate reporting.
physically and socially isolating the target, undermining Individuals who think they are being bullied should
them, making undue public criticisms and claiming others’ seek information, document the behaviour, and seek
work as one’s own. It is done over time and frequently in internal advice through their human resources or health
subtle ways. Often, there is no proof and no witnesses. and safety representatives.
Workplace bullying is a health and safety issue, and We all have a responsibility to raise awareness of this
needs to be recognised as such. Occupational health and issue and make sure it is not ignored. Bullying can happen
safety is not just about protecting workers from disease, to anyone, regardless of race, gender or other personal
but ensuring their wellbeing at work. Doing so is in the characteristics. We must start seeing it as equally offensive
best interest of the employer. The costs of prolonged as sexual harassment and discrimination.
litigation are extreme. And then we have to challenge our employers, our
But it should not just be about the fear of litigation. governments, and our workmates to help build a solid
Bullied and harassed workers cannot perform at their fence at the top of the cliff.
best: absenteeism and turnover go up, satisfaction and
commitment go down. For the target, bullying means Dr Carlo Caponecchia is a lecturer in the school of risk
anxiety, fear, depression and it can lead to suicide. and safety sciences at the University of NSW.
But the message is not getting through to employers:
failing to tackle workplace bullying adequately means Opinion first published 15 July 2008
much greater costs for organisations through the workers’ The Sydney Morning Herald | www.smh.com.au

48 Dealing with Bullying Issues in Society | Volume 330

 EXPLORING

ABOUT THIS SECTION

‘Exploring issues’ features a range of ready-to-use worksheets
relating to the articles and issues raised in this book.
The activities and exercises in these worksheets are suitable for use
by students at middle secondary school level and beyond.
As the information in this book is gathered from a number of
different sources, readers are prompted to consider the origin of the
text and to critically evaluate the questions presented.
Does the source have a particular bias or agenda? Are you being
presented with facts or opinions? Do you agree with the writer?
The types of ‘Exploring issues’ questions posed in each Issues in
Society title differ according to their relevance to the topic at hand.
‘Exploring issues’ sections in each Issues in Society title may include
any combination of the following worksheets: Brainstorm, Research
activities, Written activities, Discussion activities, Quotes of note,
Ethical dilemmas, Cartoon comments, Pros and cons, Case studies,
Design activities, Statistics and spin, and Multiple choice.

CONTENTS
BRAINSTORM 50
WRITTEN ACTIVITIES 51-52
DISCUSSION ACTIVITIES 53
QUOTES OF NOTE 54
MULTIPLE CHOICE 55-56

WORKSHEETS AND ACTIVITIES

Issues in Society | Volume 330 Dealing with Bullying 49

 EXPLORING
worksheets and activities

BRAINSTORM

Brainstorm, individually or as a group, to find out what you know about various forms of bullying.
1. Provide a general definition of bullying.

2. Provide a definition of cyberbullying.

3. Provide a definition of covert bullying.

4. Provide a definition of face-to-face bullying.

5. Provide a definition of workplace bullying.

50 Dealing with Bullying Issues in Society | Volume 330

 EXPLORING EXPLORING
worksheets and activitiesand activities
worksheets

WRITTEN ACTIVITIES

Copy this page and complete the following written activities.

1. Provide examples of situations which involve bullying at school.

2. Provide examples of situations which involve bullying online (cyberbullying).

3. Provide examples of situations which involve bullying in the workplace.

Issues in Society | Volume 330 Dealing with Bullying 51

 EXPLORING
worksheets and activities

WRITTEN ACTIVITIES

Copy this page and complete the following written activities.

4. Provide examples of the impacts of school bullying on victims.

5. Provide examples of the impacts of cyberbullying on victims.

6. Provide examples of the impacts of workplace bullying on victims.

52 Dealing with Bullying Issues in Society | Volume 330

 EXPLORING
worksheets and activities

DISCUSSION ACTIVITIES

1. Form a group and discuss the reasons why bullying occurs. List your combined conclusions on a copy
of this page and use it as a reference when you present your findings to the class.

2. Form a group and discuss the ways in which bullying can adversely affect both the victim and the
individual being bullied. List your combined conclusions on a copy of this page and use it as a reference
when you present your findings to the class.

Issues in Society | Volume 330 Dealing with Bullying 53

 EXPLORING
worksheets and activities

QUOTES OF NOTE

You may wish to consider the following statements together in pairs, or use them as starting points for
group discussions.

1. Bullying is one of the major issues facing children and young people today. Its negative impacts have been found
to affect not only victims, but bullies also. (Kids Helpline, p.7)
What are these negative impacts on bullies and their victims?

2. Bullying is natural behaviour among children and as they develop they tend to grow out of it. (Dr Ken Rigby, p.12)
Discuss the childish aspects of bullying.

3. Bullying can be explained by the way peer groups influence children. (Dr Ken Rigby, p.13)
Discuss the relationship between peer pressure and bullying among children.

4. First of all, keep yourself safe. Each bullying situation is different. Responses need to be appropriate to the
situation and it’s not always appropriate for young people to act alone. Then, consider that the messages you
give out, even in little ways, can make a huge difference. Research has shown that the greatest influence on
students’ bystander behaviour is what they think their friends (i.e. you!) expect of them – not what their teacher
or parents think. (Bullying No Way, p.15)
Discuss this statement in relation to bullying and bystander behaviour.

5. Contacting the bully or the bully’s parents directly is likely to make the situation worse. It is always safer to work
with the school or organisation rather than to try to solve bullying on your own. (Raising Children Network, p.16)
Discuss ways in which parents can be effectively involved in dealing with school bullying.

6. It’s important to remember that not all fighting or arguing is bullying. It is normal to have times when you have
conflict and arguments with people. So, it is important to learn how to deal with conflict. Bullying is different
to having an argument or a fight. (Kids Helpline, p.20)
Discuss the difference between certain types of conflict and bullying. Provide hypothetical examples.

7. There are lots of reasons that young people bully others. Sometimes it’s about trying to become popular, or to
intimidate or make someone afraid of them. Sometimes it’s a reaction to being bullied themselves or because
they are jealous of the person they are bullying. (Kids Helpline, p.20)
What other reasons can you think of for people to bully?

8. It is in everyone’s interest to ensure that workplaces are free from damaging and costly behaviour such as bullying.
(Australian Human Rights Commission, p.39)
Compile a list of the direct and indirect costs of workplace bullying, and discuss.

54 Dealing with Bullying Issues in Society | Volume 330

 EXPLORING
worksheets and activities

MULTIPLE CHOICE

Complete the following multiple choice questionnaire by circling or matching your preferred responses.
The answers are at the end of the next page.

1. Which of the following constitutes bullying behaviours?

a. Calling names
b. Spreading rumours
c. Threats
d. Hurting someone physically
e. Damaging another’s property
f. All of the above

2. Which of the following behaviours is considered to be the least common form of bullying?
a. Physical
b. Verbal
c. Social
d. Psychological
e. Cyberbullying

3. What signs may indicate to parents that their child is being bullied?
a. Falling academic results
b. Loss of confidence
c. Not wanting to go to the place they are being bullied
d. Being covered in bruises or scratches
e. Wearing torn clothes without explaining how this happened
f. Joining sporting teams
g. Becoming withdrawn

4. Which of the following are not used in cyberbullying?

a. Instant messaging
b. Online chatrooms
c. Mobile phone text messaging
d. Emails
e. Blogs
f. Television
g. Mobile phone photographs
h. Social networking sites

5. Which of the following are direct costs of workplace bullying to businesses?

a. Absenteeism
b. Staff turnover
c. Legal and compensation costs
d. Redundancy and early retirement payouts

6. Which of the following are indirect costs of workplace bullying to businesses?

a. Declines in labour productivity
b. Costs of victims not taking up training or promotion opportunities due to stress
c. Negative impacts on worker innovation and creativity which reduces company growth and profits
d. Negative impact of publicised cases of bullying on the brand name and goodwill of a company

Issues in Society | Volume 330 Dealing with Bullying 55

 EXPLORING
worksheets and activities

MULTIPLE CHOICE

7. Which of the following are personal costs of workplace bullying to victims?

a. Isolation and withdrawal
b. Fear of dismissal or loss of job promotion opportunities; stress and anxiety
c. Low self-esteem, and other mental health symptoms
d. Physical symptoms

8. Match the following forms of bullying to their correct definitions:

a. Physical bullying 1. Sometimes referred to as direct bullying. Involves physical actions
such as punching or kicking, or direct verbal actions such as name-
calling and insulting.
b. Verbal bullying 2. Psychological, emotional, cyber, social or physical harassment of one
student by another at school or within the school community.
3. The exchange of sexually explicit messages or photographs (nude or
c. Social bullying semi-nude pictures) electronically, most commonly through mobile
phones and social networking sites such as Facebook.
4. Continual harassment of one person by another or persistent and
d. Psychological bullying unwanted attention. The offender often wants to form or keep a
relationship, but going about it in an inappropriate way.
5. Any form of aggressive behaviour that is repeated, intended to cause
e. Covert bullying harm, characterised by an imbalance of power and is hidden from, or
unacknowledged by, adults. It can include the spreading of rumours
or attempts at socially excluding others.
f. Cyberbullying 6. Repeated unreasonable and inappropriate actions and practices
that are directed to one or more workers. It includes behaviour that
intimidates, offends, degrades or humiliates and may interfere with
g. Sexting job performance, and/or cause an unpleasant working environment.
7. Bullying carried out through the use of technology (e.g. chatrooms,
social networking sites, mobile phones, emails)
h. Stalking 8. The use of physical actions by individuals or groups to bully and
harass, e.g. hitting, tripping, poking, pushing. Also includes the
repeated and intential damage of someone’s belongings.
i. Face-to-face bullying 9. Using negative words, repeatedly and intentionally to upset someone.
Examples include name-calling, insults, homophobic or racist
remarks, and verbal abuse.
j. School bullying 10. Includes lying, spreading rumours, playing nasty jokes, repeatedly
mimicking someone and deliberately excluding someone.
11. When someone (or a group of people) repeatedly and intentionally
k. Workplace bullying use words or actions which cause psychological harm. Includes
intimidating, manipulating and stalking someone.

MULTIPLE CHOICE ANSWERS

8 – a = 8, b = 9, c = 10, d = 11, e = 5, f = 7, g = 3, h = 4, i = 1, j = 2, k = 6.
1 = f ; 2 = a ; 3 = a, b, c, d, e, g ; 4 = f ; 5 = a, b, c, d ; 6 = a, b, c, d ; 7 = a, b, c, d ;

56 Dealing with Bullying Issues in Society | Volume 330

 Fast facts

★★ Children who are bullied may have higher absenteeism, ★★ Covert bullying appears to be under-reported as teachers
lower academic achievement, physical and somatic and parents are more likely to intervene on physical or
symptoms, anxiety and depression, social dysfunction, and overt bullying. (p.25)
alcohol and substance use. (p.1) ★★ Some students believed it was because the person bullying
★★ Bullying in Australian schools is widely recognised as a didn’t like the person they were bullying; found bullying
problem, with over 20% of males and 15% of females aged 8 fun; enjoyed bullying others; liked to feel tough and strong,
to 18 years reporting being bullied at least once a week. (p.1) in control and popular. (p.25)
★★ Concern about bullying in schools has resulted in num- ★★ Cyberbullying appears to be related to age, with older
erous schools in Australia and overseas developing and students more likely to engage in cyberbullying than
implementing anti-bullying programs. (p.1) younger students. (p.26)
★★ There are three groups involved in bullying who are affected: ★★ Slightly higher rates of cyberbullying were found among
the child being bullied, the bully, and the audience. (p.3) secondary students and students from non-Government
★★ Bullying is not the same as conflict between people (like schools. (p.26)
having a fight) or disliking someone, even though people ★★ Covert bullying seems to have the greatest amount of
might bully each other because of conflict or dislike. (p.5) suffering with the greatest chance of its occurrence going
★★ Bullying can happen anywhere. It can be in schools, at unnoticed. Hence young people perceive that it is condoned
home, at work, in online social spaces, via text messaging by adults. (p.29)
or via email. It can be physical, verbal, emotional, and it ★★ Taking, sending or receiving sexual images of a minor is
also includes messages, public statements and behaviour illegal. If you’re found to have a naked or semi-naked photo
online intended to cause distress or harm. (p.5) of someone under 18 on your phone or your computer, you
★★ One in four Year 4 to 9 students are bullied every few weeks can be charged with criminal child pornography offences.
or more in Australia. (p.7) (p.30)
★★ The most common age for school-related bullying appears ★★ Students under the age of 16 victimised by ‘sexting’,
to be during the transition ages from primary to secondary cyberbullying or any other type of sexual harassment now
school. (p.7) have an avenue of recourse due to the federal government’s
★★ Females are more likely than males to be the target of changes to the Sexual Discrimination Act. (p.31)
cyberbullying. (p.8) ★★ Cyberbullying may induce more severe reactions in children
★★ There is consistent evidence that boys bully girls much and young people than traditional bullying. (p.33)
more commonly than vice versa and that a good deal ★★ One common fear expressed by children and young people
of bullying targets boys who appear to be effeminate or is that they will be banned from using the internet or their
homosexual. (p.12) mobile if they tell someone about cyberbullying. (p.35)
★★ The greatest influence on students’ bystander behaviour ★★ Girls are more likely to report that they have been victims
is what they think their friends expect of them – not what of cyberbullying than boys (p.35)
their teacher or parents think. (p.15) ★★ The establishment of a specific cybersafety team can greatly
★★ Sometimes children join in a group that uses bullying assist with the implementation of a holistic and consistent
behaviour to avoid being bullied themselves. (p.18) approach to cybersafety practices within the school. (p.36)
★★ Counselling is particularly useful if a child is having trouble ★★ Workplace bullying can occur between a worker and a
with self-esteem, dealing with anger or controlling their manager or supervisor, or between co-workers. (p.39)
impulses. (p.19) ★★ Workplace bullying has serious economic effects on
★★ When communicating by text it is important to remember Australian organisations. A recent impact and cost assess-
that the people who read it don’t get to hear your tone ment calculated that workplace bullying costs Australian
of voice or see your facial expressions. This can lead employers between $6-$36 billion dollars every year. (p.39)
to potential confusion and can then result in conflict. ★★ About 1 in 6 people are bullied at work; in some industries
Sometimes you may even be perceived as a bully. (p.21) the figure is higher, ranging from 25%, 50% to 97%. (p.40)
★★ The old-fashioned practice of picking on someone who can’t ★★ The loss to organisations due to bullying has been calculated
fight back has turned into SMS harassment or ‘flaming’, at between $AUD 17 and 36 billion for Australia. (pp.42,43)
social network shaming, cyberstalking and chatgroup ★★ New South Wales and Victoria have been the most active
exclusion. (p.23) in terms of prosecution in clarifying the application of the
★★ 10% of students in Years 4 to 9 have been victims of cyber- law relating to bullying and harassment. (p.45)
bullying. (p.23) ★★ Studies show that each workplace behaviour complaint
★★ Parents or schools taking phones and internet access away can cost a business between $40,000 and $70,000. (p.47)
from children who have been cyberbullied can risk further ★★ Workplace bullying is a health and safety issue, and needs
isolating victims from their support networks. (p.24) to be recognised as such. Occupational health and safety
★★ Frequent school bullying was highest among Year 5 (32%) is not just about protecting workers from disease, but
and Year 8 (29%) students. (p.25) ensuring their wellbeing at work. (p.48)

Issues in Society | Volume 330 Dealing with Bullying 57

 Glossary

Bully the bullying or become aware of the bullying to act so as to

A bully can be an individual, or a group of people. It can be resolve the problem. It is a multi-stage process, starting with
someone your own age or someone older, and can include individual interviews which lead on to group meetings. This
friends, boyfriends or girlfriends, a brother or sister, or an method assumes that the bullying is strongly influenced by the
extended family member. A bully can also be an older person, relationships the students have with each other.
or someone in a position of power such as a teacher, parent
No blame approach
or boss. Often a bully will have a low self-esteem or has been
The no blame approach provides teachers with a way of
a victim of violence themselves and they are using bullying as
encouraging empathy and dealing with individual bullying
a way of making themselves feel more powerful.
or harassment behaviours. The teacher acts both as facilitator
Bullying and harassment and intermediary between the parties.
Bullying can happen anywhere – at school, at work, at home,
Restorative justice
on social networking sites (e.g. Facebook), on mobile phones,
Refers to structured processes designed to repair the harm
in sporting teams or between neighbours. Bullying involves
and teach and encourage more socially responsible behaviours
someone (or a group of people) with more power than you,
after incidents such as bullying. Restorative justice examples
repeatedly and intentionally using negative words and/or
include: the formal apology; the method of shared concern;
actions against you, which causes you distress and risks your
restitution; and community conferencing.
wellbeing. Bullying behaviours may include: not allowing
someone in a group; acting in an unpleasant way near someone; School bullying
giving nasty looks; making rude gestures; calling names; being Psychological, emotional, cyber, social or physical harassment
rude and impolite; spreading stories; rumours and teasing; of one student by another at school or within the school
‘mucking about’ that goes too far; any form of harassment community. This includes at school and within its grounds,
or discrimination based, for instance, on disability, gender, in transit between school and home, local shopping and
sex, race or religion; hurting someone physically; or stalking. sporting centres, at parties or local parks and in cyberspace. The
playground is the most common place for bullying to occur.
Bystander intervention
One of the ways in which school bullying can be reduced – by Sexting
encouraging students who observe bullying taking place at The exchange of sexually explicit messages or photographs
school to act in such a way as to discourage it. (nude or semi-nude pictures) electronically, most commonly
through mobile phones and social networking sites such as
Covert bullying
Facebook.
Any form of aggressive behaviour that is repeated, intended
to cause harm, characterised by an imbalance of power and is Stalking
hidden from, or unacknowledged by, adults. It can include the Stalking is a special type of harassment. It is defined as
spreading of rumours or attempts at socially excluding others. “continual harassment of one person by another” or “persistent
and unwanted attention”, and is often due to the stalker
Cyberbullying
wanting to form or keep a relationship, but going about it
Cyberbullying is a form of covert bullying and is carried out
in an inappropriate way. Examples include: hanging around
through the use of technology (e.g. on the internet through
someone’s house; following someone around; and making
emails, blogs and social networking sites, as well as via mobile
constant unwanted contact, in person or via phone or email.
phones). It has many similarities with offline bullying, but can
be anonymous and reach a wide audience. Most people who Workplace bullying
cyberbully also bully offline. Cyberbullying has a number of Repeated unreasonable and inappropriate actions and practices
unique features: it allows for a potentially infinite audience to that are directed to one or more workers. It includes behaviour
view or participate; it is often anonymous as perpetrators can that intimidates, offends, degrades or humiliates and may
hide behind false identities; it has a permanency of expression interfere with job performance, and/or cause an unpleasant
as information put online can be difficult to remove, and may working environment. Workplace bullying behaviours
be recorded and archived; it may be difficult to escape from the range from social bantering to teasing, verbal abuse, blame,
bullying as people often use technology every day and in the humiliation, personal and professional denigration, overt
case of mobile phones can be constantly contactable; content threats, harassment (e.g. racial, sexual), manipulation of job
can be duplicated easily; and content is often searchable. specifications, unrealistic workload, aggressive emails or notes,
professional and personal exclusion or isolation, sabotage
Face-to-face bullying
of career and financial status, attacks on whistleblowers,
Sometimes referred to as direct bullying. Involves physical
blackmail, overt aggression/violence, and criminal assault.
actions such as punching or kicking, or direct verbal actions
such as name-calling and insulting.
Method of shared concern
A non-punitive method of dealing with bully/victim incidents
which aims at empowering students who have contributed to

58 Dealing with Bullying Issues in Society | Volume 330

 Web links

Websites with further information on the topic

Better Health Channel www.betterhealth.vic.gov.au
Bully Blocking www.bullying.com.au
Bullying in schools and what to do about it (Dr Ken Rigby) www.kenrigby.net
Bullying. No Way! www.bullyingnoway.com.au
Children, Youth and Women’s Health Service www.cyh.com
Lifeline www.lifeline.org.au
Cybersmart www.cybersmart.gov.au
Headspace www.headspace.org.au
Kids Helpline www.kidshelp.com.au
National Centre Against Bullying www.ncab.org.au
Reach Out! www.reachout.com.au
The Line www.theline.gov.au/parents_and_teachers/information

For more information about social issues visit The Spinney Press website at www.spinneypress.com.au

ACKNOWLEDGEMENTS
The publisher is grateful to all the contributors to this book for granting permission to reproduce their works.

COPYRIGHT DISCLAIMER
While every care has been taken to trace and acknowledge copyright the publisher tenders its apology for any accidental
infringements or where copyright has proved untraceable. The publisher would be pleased to come to a suitable arrangement
with the rightful owner.

ILLUSTRATIONS AND PHOTOGRAPHS

Photographs and illustrations courtesy of iStockphoto, except pages 2 and 14 © Don Hatcher.

THANK YOU
<< Dr Ken Rigby
<< BoysTown/Kids Helpline
<< Raising Children Network.

DISCLAIMER
The Spinney Press is an independent educational publisher and has no political affiliations or vested interests with any persons or organisations whose
information appears in the Issues in Society series. The Spinney Press seeks at all times to present variety and balance in the opinions expressed in its
publications. Any views quoted in this book are not necessarily those of the publisher or its staff.
Advice in this publication is of a general nature and is not a substitute for independent professional advice. Information contained in this publication
is for educational purposes only and is not intended as specific legal advice or to be used to diagnose, treat, cure or prevent any disease. Further, the
accuracy, currency and completeness of the information available in this publication cannot be guaranteed. The Spinney Press, its affiliates and their
respective servants and agents do not accept any liability for any injury, loss or damage incurred by use of or reliance on the information made available
via or through its publications, whether arising from negligence or otherwise.

Issues in Society | Volume 330 Dealing with Bullying 59

 Index

A D Sexual Discrimination Act 31

absenteeism 1, 35, 39, 43, 48 depression 1, 7, 29, 33, 35, 39, 48 sociocultural factors 12-13
academic achievement, decline 1, 3-4, 7, discrimination 6, 31, 39, 40, 48 stalking 5, 31
29, 33, 35 stress 39, 43, 45
anti-bullying programs 1, 11, 12, 45 E suicide 7, 9, 23, 31, 33, 35, 42, 48
anti-discrimination legislation 31, 39 exclusion 3, 9, 23, 25, 32, 35
antisocial behaviour 2, 18 T
anxiety 1, 7, 10, 21, 33, 39, 43, 48 teasing 3, 5, 9, 18, 25
F
Australian Covert Bullying Prevalence threats 7, 9, 30, 31, 32, 40, 45
face-to-face bullying 5, 18 see also
Study 23, 25-29
overt bullying
fear 10, 21, 33, 48 V
B victims 1-2, 3, 6, 7, 11, 12-13, 18, 21,
flaming 23
bullies, types of 41 23-24, 31-33, 35, 37, 43
Friendly Schools and Families Program 2
bullying 6, 7, 43 violence see physical bullying
coping with 10, 17
covert see covert bullying H
dealing with 17, 18, 19, 22 harassment 7-9, 39, 43, 48 W
definition 3, 5, 7, 44 human rights 6 workplace bullying 39, 41, 47, 48
direct see overt bullying definition 39, 40
factors contributing 10 I economic effects 39, 43
identifying 3, 18, 20 Indigenous and Torres Strait Islander impact of 39, 42
impact of 3, 10 children 9 law 45
long-term 3, 8 insecurity 7 prevention 42
peer group 7 insomnia 39 regulating 44-46
policies 4, 13, 15 internet safety awareness 37 safety legislation 48
prevalence of 25, 43
reasons for 4, 6, 40 M
school-related see school bullying Method of Shared Concern 14
types of 5, 9, 39, 40 mood changes 33, 34, 35
work-related see workplace bullying
bystanders 6, 13, 15, 23, 24, 41 N
name-calling 3, 5, 9, 18, 32
C No Blame Approach 13, 14
community conferencing 13-14
counselling 19, 20, 21, 43
covert bullying 1, 5, 25, 27
O
Occupational Health and Safety Acts 39
definition 25
online stalking see cyberstalking
effects of 27-28
overt bullying 1, 5, 25, 29
prevalence of 25-26, 29
responding to 28
strategies 29 P
cyber aggression 32 parents, information for 4, 17, 18, 22, 32, 33
cyberbullying 5, 8, 9, 10, 11, 18, 25, 29, physical bullying 3, 5, 7, 8, 9, 10, 12, 18,
31, 33 35, 48
definition 20, 23, 30, 32, 35 psychological bullying 18
effects of 22, 31, 33
examples of 22, 38 R
identifying 33, 35 racist bullying 13
impact of 11, 20, 23, 33, 34
law 31 S
policies 35, 36, 37 school bullying 1-2, 7-11, 28-29
prevalence of 26, 33 policies 14, 16, 29
prevention 24, 30, 32 management 29, 36
responding to 35 impact of 1, 29
reasons for 21 self-esteem, low 10, 19, 33, 43
strategies 23 self-harm 7, 33
cyberstalking 23, 30 sexting 30-31

60 Dealing with Bullying Issues in Society | Volume 330