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Cyber bullying in South Africa: Impact and Responses

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Cyber bullying in South Africa:
Impact and responses

Maša Popovac & Lezanne Leoschut CENTRE

FOR
JUSTICE
AND
CRIME
Introduction
individuals they may not otherwise have PREVENTION
The considerable increase over the past few had contact with. The often uncensored
years in the use of mobile phones, text and unmonitored nature of the cyber CJCP Issue Paper
messaging, emails, chat rooms and social environment can expose young people to No. 13
networks has altered our social environ- pornography, violence, harmful informa-
ments and has in many ways directed our tion, sexual predators, disturbing images June 2012
social interactions. Comparative data and, more alarmingly, has paved the way
suggests that South Africans ‘are one of the for new forms of aggression and
highest users of mobile technology and victimisation to be perpetrated against the
mobile social networking on the continent’ country’s child and youth population.
compared to other countries such as
Cameroon, Ethiopia, Namibia, Tanzania, Cyber bullying, cyber violence, cyber
Uganda and Zambia.1 Young people, who aggression, internet bullying, electronic
are known to acquire technological skills bullying, internet harassment or online
more rapidly than adults, lead the way in harassment are terms used to refer to
the daily use of information and communi- violence and aggression perpetrated
cation technologies (ICTs). through ICTs. Although studies make use of While adults tend to
differing terms, these concepts generally use the term ‘cyber
Recent studies show that nine out of ten refer to any discomfort or harm that is bullying’, young
(92.9%) 12- to 24-year-olds either own or intentionally and repeatedly inflicted on a people do not
have access to a mobile phone, which they specific person or group.4 These cruel acts necessarily identify
expend for their personal use.2 A survey may include the sending of harassing e- with the term in the
conducted in Cape Town, Durban and mails or instant messages, posting obscene, experiences they
Johannesburg of learners aged between 13 insulting and slanderous messages on online have online.
and 17 years old found that 81% had access bulletin boards or social networking sites, or
to a computer at home and 62% were able developing web pages to promote and
to use their home computers to access the disseminate defamatory content.
internet.3 The growing affordability of
smartphones and data bundles has further Cyber bullying via mobile phones may take
decreased the number of youth in South the form of sending malicious text messages
Africa who have no access to the internet. or text messages of a sexual nature (known
as sexting), or taking pictures and videos of
While there are countless benefits to this someone with the intention of distributing
technology, including rewarding social the content to others via mobile phones or
connections, creating opportunities for online.5 Individuals may also impersonate
academic and social support, identity others online or create fake profiles with
exploration and cross-cultural interactions, which to perpetrate cyber aggression.
this technology has the potential to expose
young people to high-risk content and While adults tend to use the term ‘cyber
2

Adolescents are more bullying’, young people do not necessarily social phenomenon by describing the
inclined to use terms identify with the term in the experiences impact that cyber aggression has on
such as ‘drama’ to they have online. According to Marwick children and youth. By drawing on current
conceptualise and Boyd, adolescents are more inclined to literature, the paper further outlines some
bullying – a term that use terms such as ‘drama’ to conceptualise of the more common safety initiatives and
trivialises the bullying – a term that trivialises the programmes employed in response to the
experience, while at experience, while at the same time retains scourge of cyber violence both locally and
the same time retains their sense of agency as opposed to internationally. Finally, the paper highlights
their sense of agency positioning themselves as victims within the the need for evidence-based approaches to
as opposed to exchange.6 Dismissing online interactions as cyber violence that take into account the
positioning ‘drama’ further lessens the importance of everyday lived experiences of children and
themselves as victims the conflict and situates the experience as a youth by emphasising a whole-school
within the exchange. simple and natural part of adolescent life.7 approach to addressing cyber violence. This
This is important to consider in addressing approach has proven to be successful in
the issue and educating youth about cyber addressing traditional bullying and may also
bullying, as many teenagers may not be the way forward in cyber violence
necessarily place themselves within a prevention.
bullying rhetoric used by parents or
educators. This highlights the need for a
The nature of cyber bullying in
child-centred response to cyber violence
rather than adult-centred approaches,
South Africa
which often tend to be instinctual and Two major quantitative studies have been
based on gut responses. conducted recently to gauge young
people’s access to, use of and experiences
The study of cyber bullying has not kept up in using ICTs. The findings from the 2009
with the proliferation of ICTs in South Centre for Justice and Crime Prevention’s
Africa. Hence, there is a dearth of literature (CJCP) pilot study8 and the 2011 Nelson
on the nature and extent of cyber violence Mandela Metropolitan University study9
at a national level, including the support the notion that ICTs are in high use
consequences of such aggression. This among young people in South Africa, just as
paper attempts to bridge the gap and they are internationally (see text box
contribute to the understanding of this below).

The 2009 CJCP pilot study of 1,726 youths The 2011 Nelson Mandela Metropolitan
recruited from Cape Town, Durban, University study of 1,594 learners in grades
Johannesburg and Port Elizabeth found 6-12 at six schools (three primary schools
that:i and three secondary schools) in the Nelson
Mandela Bay area found that:iii
 73.9% of young people had access to the
internet either at home or at school  90% of young people use social networking
 64% reported using MXitii sites
 47.9% had access to the internet on their  MXit and Facebook were favoured above
mobile phones all other sites, with 67% accessing these
 31.4% had a profile on a social networking sites on a daily basis
site such as Facebook, Myspace, Twitter or  Social networking (51.2%) was South
Hi5 African youth’s favourite online activity,
 30.4% participated in online chat rooms followed by gaming (20.2%), web surfing
and used instant messaging applications (13.8%), music (7.3%), downloading (5.5%)
such as MSN and Yahoo chat and other (2.1%)

i Burton P & Mutongwizo T, Inescapable violence: Cyber bullying and electronic violence against young people in South Africa.
Centre for Justice and Crime Prevention, CJCP Issue Paper, No. 8, 2009.
ii MXit is a free chat application for mobile phones that incorporates elements of chat rooms, instant messaging and social
networking.
iii De Lange M & von Solms R, The importance of raising e-Safety awareness amongst children in South Africa. Proceedings of the
13th Annual Conference on world wide web applications, 13-16 September 2011. Johannesburg, South Africa, 2011. Available
online: http://www.zaw3.co.za/index.php/ZA-WWW/2011/paper/viewFile/423/131 [accessed 10 January 2012].

CJCP Issue Paper 13 June 2012

 3

Figure 1: Young South Africans’ experiences of cyber aggression This highlights the
need for a child-
centred response to
cyber violence rather
than adult-centred
approaches, which
often tend to be
instinctual and based
on gut responses.

Source: Burton P & Mutongwizo T, Inescapable violence: Cyber bullying and electronic violence against young people in South Africa.
Centre for Justice and Crime Prevention, CJCP Issue Paper, No. 8, 2009.

The statistics also demonstrate the high their mobile phones with them at all times,
incidence of cyber aggression among South this form of cyber aggression has become
Africa’s youth. Over a third (37%) of young the most difficult to escape.15 Cyber
people surveyed in the CJCP study aggression via mobile phones also tends to
admitted to having experienced some form occur via MXit, with 26% of respondents
of cyber aggression either at home or at experiencing insults, particularly race-based
school.10 This was consistent with the 36% insults, according to a UNICEF study.16
of young people who were found to have
been cyber bullied in the Nelson Mandela South African girls are found to be only
Metropolitan University study.11 slightly more susceptible to cyber bullying
both at home (43.4%) and in the school
According to the CJCP, this figure increases environment (33.1%) compared to boys
to nearly half of all respondents (46.8%) (42.4% at home and 29.3% at school)17 – a
when harassment via the telephone is trend observed internationally as well.
included in the analysis.12 These figures are Wade and Beran suggest that this is because
in line with international statistics: a study in the verbal and relational nature of cyber
the United States (US) found that 30% of a bullying fits in closely with female
sample of young people reported being socialisation processes.18
victims of cyber bullying,13 while a Canadian
study showed that 21.9% of young people in Research, however, indicates no significant
grades 6–11 experienced at least one form differences between the sexes with regard
of cyber bullying behaviour during the three to the perpetration of cyber violence.19 In
months prior to the study.14 the 2009 study, 18.3% of the participants
admitted to bullying someone via text
Cyber bullying occurs across a diverse range message (SMS), 16.9% had bullied
of mediums, the most common being voice someone via phone calls, 12.2% via chat
calls (28%) and text messages (25.6%) (see rooms, 11.8% via instant messaging and
Figure 1). Since many young people carry 9.2% via video or photos.

 In the US, 11% of young people admitted to being perpetrators of cyber bullying.i

 A higher proportion of young people in a Canadian study reported being the perpetrators of
cyber bullying (29.7%).ii
i Patchin JW & Hinduja S, Bullies move beyond the schoolyard: A preliminary look at cyber bullying. Youth Violence and Juvenile
Justice, 4(2), pp 148-169, 2006
ii Wade A & Beran T, Cyber bullying: The new era of bullying. Canadian Journal of School Psychology, 26(44), pp 44-61, 2011.

Cyber bullying in South Africa: Impact and responses

4

Young people are An important finding in the CJCP study is that, unlike traditional bullying which occurs
exposed to high that the line between perpetrators and in the physical environment, cyber bullying
levels of aggression victims of cyber bullying is most often can occur at any time and place. This means
online as witnesses, blurred; seven out of ten (69.7%) that cyber bullying can occur at ease and
victims or perpetrators of cyber bullying had without constraint, and a victim can be
perpetrators, or, themselves been bullied. It therefore mistreated and tormented continuously,
more likely, a appears that being a victim of cyber using communication tools. In addition,
combination of aggression may increase the likelihood of online bullying comments and images can
these throughout perpetrating such aggression against others, be distributed to a wide audience very
their daily ICT use. perhaps in retaliation. This is in line with quickly, which affects the everyday reality
international data, with one study that victims may experience in the physical
indicating that three-quarters (75%) of environment.25 Insults and comments via
those who victimised others online were ICTs, unlike traditional bullying, can be
also targets of cyber bullying themselves.20 preserved and reread several times, which
exacerbates its harmful consequences. The
In addition to young people being severity of cyber bullying is underscored by
victimised and/or perpetrating cyber reported suicides, murders and school drop-
aggression, nearly half (46%) claimed to outs as a result of the experience.26
have witnessed cyber bullying in online
spaces.21 This indicates that young people Although there is evidence to suggest that
are exposed to high levels of aggression cyber bullying is correlated with traditional
online as witnesses, victims or perpetrators bullying and that it can be an extension of
or, more likely, a combination of these school bullying, whereby perpetrators
throughout their daily ICT use. continue to victimise youth who are already
targets at school,27 the new technology is
also exposing new groups of adolescents,
Cyber bullying: Why should we worry?
who are not victims of traditional bullying,
Cyber bullying tends to have similar effects to victimisation online. In fact, international
on children as traditional bullying, but with literature indicates that less than a quarter
a number of important differences that can (23%) of youth who are victimised online
Cyber bullying tends exacerbate its negative consequences. It is also experience harassment at school.28 This
to have similar argued that one of the most harmful aspects means that the new forms of technology
effects on children as of the internet is that people can remain have created a vulnerability for over two-
traditional bullying, anonymous when communicating with thirds of victims, which they may not have
but with a number of others. This increases the possibility of otherwise experienced.29 As with traditional
important differences people communicating in ways that they bullying, which can spill over into the cyber
that can exacerbate may not do in a face-to-face interaction.22 world, children who are cyber bullied may
its negative Believing that they will not get caught also begin to be bullied at school.
consequences. means that the fear of discovery, which
generally acts as a behavioural control in Victims of cyber bullying can suffer many
people, is absent in the cyber world.23 emotional and psychological problems that
are similar to traditional forms of bullying.
Apart from anonymity, cyber bullying is According to a 2006 study by Patchin and
further distinguished from traditional forms Hinduja, 42.5% of young people who
of bullying due to the absence of non- experienced cyber bullying in the US
verbal cues, such as body language and reported feeling frustrated, almost 40%
emotional reactions. As a result, individuals were angry and over a quarter (27%) felt
may not realise the effect they are having sad.30 Other literature suggests that victims
on others, whether they have taken the of cyber bullying are significantly more
social exchange too far, or when their likely to report depressive symptoms,
comments have been misinterpreted.24 And emotional distress and becoming
not being able to see the harm that is perpetrators of cyber bullying themselves.31
caused to another person diminishes the
likelihood of an empathic reaction. The use of different types of technology to
perpetrate violence varies in prevalence
Another troubling aspect of cyber bullying is and may give rise to differing levels of

CJCP Issue Paper 13 June 2012

 5

distress. For example, receiving an cyber world. Some young people may be Victims of cyber
aggressive text message on a mobile phone unable to differentiate between virtual bullying were
may have a different effect compared to reality and physical reality, and may begin significantly more
having a defamatory message about oneself to view the cyber world as an extension of likely to report
posted on a public forum. While these their real world.36 This world can become substance use,
differences are not yet well understood, so real that children may choose to commit cheating on a school
there is growing evidence to suggest that suicide over it. This speaks to the need to test, being absent
experiences of cyber violence negatively educate children (and adults) more from school without
affect school functioning and the school realistically about internet usage and the an excuse, assaulting
environment in general.32 For example, context of cyberspace. However, in cases a peer and damaging
experiences of cyber bullying have been where cyber bullying is an extension of property, indicating
linked to school conduct problems, traditional bullying, the cyber world affects that emotional
weapon-carrying at school and low their day-to-day reality. In these instances, it distress may lead to
caregiver–adolescent connectedness.33 is difficult to separate the cyber world from deviant coping
the lived reality of the individual. behaviours.
Hinduja and Patchin elsewhere purport that
victims of cyber bullying may be at risk of Studies also indicate that there is a low level
other negative developmental and of support offered to victims of cyber
behavioural consequences, such as school aggression. Over a third (36%) of high
violence and delinquency. The study found school students in Canada believed that
that victims of cyber bullying were adults in the school did not try to stop cyber
significantly more likely to report substance bullying when they were informed that it
use, cheating on a school test, being absent was happening.37 These findings show that
from school without an excuse, assaulting a children may not trust adults to understand
peer and damaging property, indicating that cyber bullying enough to respond to it in a
emotional distress may lead to deviant way that will not aggravate their situation.
coping behaviours.34 Another study by the There is therefore an urgent need for
same authors found that suicide was a responses to cyber bullying within the
further risk factor linked to cyber bullying school context which facilitate the reporting
(termed cyberbullicide), and that victims of these incidents. Increasing awareness
were nearly twice as likely to have about the issue among adults is also critical
attempted suicide compared to youth who in order to tackle the issue effectively.
had not experienced cyber bullying.35
Given the dearth of literature on the impact
It is argued that young people are so of cyber bullying in the South African
vulnerable to cyber aggression because they context, international findings may pinpoint
are not aware of how to behave in the some important effects on children that

CYBER BULLYING CAN LEAD TO:

 Depression, suicidal ideation and other psychological problems

 Development of somatic complaints such as headaches and stomach aches
 Impaired concentration (affecting school performance)
 Truancy
 Anxiety and fear of being rejected, excluded or humiliated
 Loneliness and isolation
 Substance abuse
 Delinquency and aggression
 Weapon-carrying
 Poor parent-caregiver relationships (as a result of children lashing out at family members who
are often unaware of the cyber bullying being experienced)
 Offline victimisation

Source: Kowalski RM, Limber SP & Agatston PW, Cyber bullying: Bullying in the digital age.UK: Blackwell Publishing Ltd, 2008; De
Wet C, The voices of victims and witnesses of school bullying. Department of Comparative Education and Education Management.
University of the Free State, 2005.

Cyber bullying in South Africa: Impact and responses

6

The emerging
There is often a lack of monitoring and supervision of children in their use of ICTs, which allows
evidence that cyber
cyber bullying to occur unnoticed and for an extended period of time without any intervention.
aggression is related
Many young people suffer in silence and do not report instances of cyber bullying for fear that
to a range of psycho-
their access to computers or mobile phones will be limited, especially since computers and
social and school
mobile phones have become a central means of communication among young people.
problems highlights
the need for a
The study by Nelson Mandela Metropolitan University further established young people’s
comprehensive child-
reporting of cyber bullying and found that nearly half did not report the incident to anyone. When
centred intervention
asked who the most likely person was that they would report cyber bullying to, 50% said they
strategy to ensure
would prefer to talk to a friend or peer, 40% would talk to a parent, while only 2% would talk to
that perpetrators face
an educator.i Once again, these findings are in line with international findings. A study in the US
consequences and
found that 56.6% of young people were comfortable talking to a friend about their victimisation,
that victims are
but fewer than 9% informed a parent or teacher about their experience.ii
offered the necessary
support to mitigate i De Lange M & von Solms R, The importance of raising e-Safety awareness amongst children in South Africa. Proceedings of the
the negative effects 13th Annual Conference on world wide web applications, 13-16 September 2011. Johannesburg, South Africa, 2011. Available
online: http://www.zaw3.co.za/index.php/ZA-WWW/2011/paper/viewFile/423/131 [accessed 10 January 2012].
of cyber bullying. ii Patchin JW & Hinduja S, Bullies move beyond the schoolyard: A preliminary look at cyber bullying. Youth Violence and Juvenile
Justice, 4(2), pp 148-169, 2006.

need to be considered in drawing up safety as to protect the public from unintended

initiatives and programmes. The emerging exposure to disturbing and potentially
evidence that cyber aggression is related to a harmful material.39 The board has additional
range of psycho-social and school problems structures in place, such as a hotline, and has
highlights the need for a comprehensive established strong partnerships with law
child-centred intervention strategy to ensure enforcement and other organisations.40 The
that perpetrators face consequences and board is currently in the process of forming
that victims are offered the necessary partnerships with various stakeholders to
support to mitigate the negative effects of create awareness programmes related to
cyber bullying.38 Unfortunately, there is little cyber bullying and sexting.
empirical data about how exactly this
problem should be addressed. In order to deal specifically with the issue of
children’s safety and ICT use, the
The paper now takes a closer look at some Department of Communications is working
of the more common safety initiatives and on a ‘Children and ICT’ strategy that is
programmes that are currently in place both expected to be released this year. The
in South Africa and internationally. strategy aims to support the protection of
children in the ICT sector while promoting
access to and usage of ICTs, which is seen as
Responses to cyber bullying: What is
promoting the socio-economic wellbeing of
currently being done? society.41 Similarly, the Department of Basic
There are a number of government policies Education has released draft guidelines on
and acts in place in South Africa, which are e-safety in schools (discussed later).
intended to keep children safe from
exposure to harmful content in the media. Safety strategies to deal with cyber
While it does not specifically deal with aggression need to be addressed from two
online safety, the Films and Publications Act perspectives, namely, education and
(No. 65 of 1996) monitors and evaluates technology.42 These two perspectives
other media for their suitability for various should be aligned to form a coordinated
audiences. approach to online safety, which includes
children, parents, technology-related busi-
The function of the Film and Publication nesses, government departments and others
Board is to regulate the creation, production, working together to make online spaces
possession, broadcasting and distribution of safe for young users. There is also a constant
films, interactive computer games and need to update strategies due to the fluidity
certain publications, as well as to advise and rapid evolution of technology. Research
consumers in making informed decisions so in the field needs to occur on an on-going

CJCP Issue Paper 13 June 2012

 7

basis in order to build on the limited cyber bullying and exposed children to In response to the
knowledge base. The following section grooming by paedophiles as well as the negative effects of
discusses some of the technological and potential exchange of child pornography on cyber aggression and
education responses for online safety. the website.47 The site owners have since the need to safeguard
shut down the chat rooms on the website.48 children and their
wellbeing, the ICT
Technological responses
Social networks such as Myspace have also industry has been
In response to the negative effects of cyber adopted safety measures to protect their compelled to develop
aggression and the need to safeguard users by airing public service announce- and implement
children and their wellbeing, the ICT ments promoting online safety, as well as by strategies in order to
industry has been compelled to develop having rotating banners on their pages in protect young users.
and implement strategies in order to protect 2006. Myspace has strengthened its staff’s
young users. Blocking and filtering software capacity to screen and remove in-
is one of the primary means to keep appropriate content and profiles, including
children from accessing harmful content deleting thousands of profiles belonging to
online. While of paramount importance, registered sex offenders in the US, as well as
the sole reliance on this software is implementing restrictions that prevent such
insufficient to address the problem as young offenders from creating profiles in future.49
people are very knowledgeable about the In addition, Myspace has implemented a
ways to circumvent various content filters.43 range of other practical strategies, these
Apart from this, it has been found that the include:50
most effective filtering software only blocks
between 10% and 20% of the inappropriate  restricting access to younger users aged
content found on the internet, providing 13 to 16 years by automatically setting
further evidence that this cannot be the sole their profiles to private (individuals
action taken to ensure safety.44 younger than 13 are not allowed to set
up Myspace pages). This was done to
Various service providers have taken action prevent younger users from being
to increase the security of their users. In contacted by adults. Users aged 16 and
2010, MXit announced a zero tolerance older can set their profiles to private if
policy for any user found to be posting they choose to do so.
explicit or offensive material in public areas
of the service, which would result in them  not allowing users who are 18 and older
being banned from MXit. The company to add users who are younger than 16,
announced that it had made new unless they can supply the person’s full
developments in tracing and identifying name or email address to prove that they
users who post such material or who use the know them.
service to prey on others, which allows for
their immediate removal from the system. Facebook has also taken steps to reduce
risks to safety by providing children with
Additionally, if the situation warrants, safety messages when they are in danger of
information may be handed over to the giving out personal information, restricting
police cyber crimes unit.45 Section 24 of the the ability of users to change their listed
Films and Publications Act holds owners ages, acting more aggressively to remove
and operators of telecommunications inappropriate and hazardous content, and
targeted at and used by children respon- ensuring that third-party vendors adhere to
sible for taking the necessary steps to ensure Facebook’s safety and privacy guidelines.51
that their services are not used for It further prevents access to a range of listed
committing offences against children.46 The pornographic sites and the creation of any
move by MXit was thus welcomed by the Facebook groups or pages that violate the
Film and Publication Board. company’s terms and conditions, including
incest, paedophilia, cyber bullying and
In the same year, the three major mobile others. Profiles of individuals who do not
networks in South Africa (MTN, Cell C and adhere to Facebook’s terms and conditions
Vodacom) blocked access to the Outoilet are deleted. Facebook has deleted at least
website, which was found to be a hub for 100 registered sex offenders from its

Cyber bullying in South Africa: Impact and responses

8

A particular concern system.52 Safety tips are also shared on the well. A study in the US found that 41% of
raised in the site and reporting mechanisms have been young people do not share information
literature both improved. with their parents about where they go and
internationally and what they do online, and a quarter (26%)
locally is that most These technological measures are an said their parents would be concerned if
young people have excellent step in improving the safety of they were aware of what they did on the
the ability to be young users, but they are not foolproof. internet. In New Zealand, over half of
online without any ICTs have more work to do to create safe primary school learners (52%) reported
adult supervision or online spaces. hardly ever being controlled when using the
monitoring of the internet at home.57
websites that are
accessed.
Educational responses
Interestingly, perceptions relating to the
A particular concern raised in the literature presence of supervision and monitoring
both internationally and locally is that most differ greatly between children and parents.
young people have the ability to be online A study shows that two-thirds (66%) of high
without any adult supervision or monitoring school students reported that parents
of the websites that are accessed.53 Even provide no supervision of their internet
where supervision is available, young activities, while only 7% of parents reported
people’s technological sophistication means that they provide no supervision.58 This is an
that they often know how to sidestep indication that parents believe they are
content filters and delete histories, which providing some monitoring of internet use;
indicate the websites they have accessed.54 however, the high proportion of young
people perceiving this supervision to be
The South African Film and Publication absent shows that parental awareness and
Board has stated that parental control is a knowledge of technology is lacking.
major component in ensuring that children
are not exposed to cyber violence.55 A lack of awareness among adults means
Unfortunately, most parents are unable to that they are unable to take precautions on
supervise their children due to a lack of behalf of children, who are also largely
knowledge about technologies and the unaware of the risks in electronic media.
dangers they pose. Moreover, there are This results in a lack of parental control due
currently no structures in place that parents to inadequate education about online safety
can refer to when they become aware of and prevents children from taking charge of
cyber bullying. These issues are reflected in their own safety. Awareness campaigns and
the Nelson Mandela Metropolitan safety programmes are therefore important
University study: 37% of young people to make both children and adults aware of
surveyed had access to the internet in the the potential threats and how to minimise
privacy of their bedrooms; 63% did not them. One such campaign, the Girls’ Net
have to ask permission before accessing the ‘Keep your chats exactly that’, was launched
internet; and more than half (54%) were in Johannesburg on 15 May 2009. The aim
not supervised when using the internet.56 was to prevent young people, especially
girls, from becoming victims of cyber
Low parental supervision and monitoring of violence and harassment by raising
internet use is an issue internationally as awareness, disseminating information and

A SURVEY IN THE US OF INTERNET AND AT-RISK BEHAVIOURS FOUND THAT:

 25% of parents believe their children know more about computer technology than they do,
while 14% believe they know the same about computers as their children
 Parents are generally aware of filtering, blocking and information security software, but only
30% of parents surveyed reported that they use this software
 14% of parents have caught their children doing something with a computer device that they
should not have been doing

Source: McQuade SC & Sampat N, Survey of Internet and At-risk behaviours. Report of the Rochester Institute of Technology,
2008.

CJCP Issue Paper 13 June 2012

 9

promoting the use of ICTs for positive social The ‘Missing’ cyber safety programme is a Rather than
participation.59 The campaign further calls multimedia game designed for children prohibiting the use of
for more engagement with adults, who can aged 11 to 15 years old. It presents the story electronic media or
help encourage the responsible use of ICTs of an adolescent boy who meets a sexual merely supervising
and address problems when they occur. predator online and is lured away from his their use, adults need
home. The game-based software pro- to work towards
Rather than prohibiting the use of gramme, based on a true story, involves empowering young
electronic media or merely supervising their taking on the role of a detective to piece people in their use of
use, adults need to work towards together what happened by searching such technology so
empowering young people in their use of through chat room conversations between that they can take
such technology so that they can take the teenager and the predator, as well as precautions and keep
precautions and keep themselves safe other clues, in order to locate him and themselves safe
online.60 The Nelson Mandela Metropolitan reunite him with his family. The game online.
University’s Institute for ICT Advancement teaches children about internet safety in a
also holds a series of targeted educational fun and positive manner and is designed for
and awareness programmes for children, use in a classroom setting.64
parents and educators as part of its project.
In June 2011, a game aimed at younger
Several interventions in the US were children was launched on America’s
evaluated to assess their effectiveness in National Centre for Missing and Exploited
increasing internet safety knowledge and Children’s popular child-focused internet
behaviour. These include the i-Safe cyber safety website during that country’s Internet
safety programme, the ‘Missing’ cyber Safety Month.65 The game, called ‘Tad’s
safety programme and an in-school cyber Profile Panic’, is aimed at children aged 8 to
bullying intervention (HAHASO). The i-Safe 12 years and teaches them about what
project in the US provides community information should be kept private in online
outreach and educational programme profiles. The aim of the game is to help the
initiatives designed to inform individuals game’s character, Tad, edit his profile
and communities about online safety. It information. The game was developed to
strives to empower young people of all ages educate children before they reach
to make their internet experiences safe and adolescence, a time when their use of social
responsible by teaching them how to avoid networking increases. The website is
dangerous and inappropriate online popular in the US and attracted nearly half
behaviour. In addition to teaching children a million children between 2010 and
directly, it is also targeted at parents, 2011.66
educators, community leaders and law
enforcement agencies.61 Interactive media is a crucial way of
engaging children in serious issues that
An evaluation of the project found that affect them. However, similar to the i-Safe
young people displayed increased programme, an evaluation of the ‘Missing’
knowledge of internet safety. They were game found that it did not significantly alter
more aware of how to manage online risks, internet-related safety attitudes or the
including ways of identifying sexual likelihood of posting or sharing personal
predators and risks related to the divulging information. Furthermore, youths who
of personal information. They were also received the intervention were not
more likely to discuss their knowledge with significantly less likely to participate in
friends and siblings.62 However, the online spaces such as chat rooms or to
evaluation also found that the young people email strangers.67 Older children may
who participated in the project did not already have certain online habits and
utilise their newfound knowledge on a behaviours that make them reluctant to put
practical level; they were not found to be their knowledge into practice.
less likely to engage in inappropriate
behaviour online or to provide strangers Another major intervention, the in-school
with personal information (although they cyber bullying intervention (HAHASO), also
did say they would wait longer to give out did not change the number of reported
such information).63 cyber bullying incidences experienced by

Cyber bullying in South Africa: Impact and responses

10

Schools further
CHARACTERISTICS OF SUCCESSFUL PREVENTION CAMPAIGNS
provide the ideal
entry point for
There is limited literature about the success of campaigns targeted specifically at cyber violence
prevention of
and online safety. However, analyses into prevention campaigns in various fields such as alcohol
violence since they
abuse, traffic safety and school drop-out have allowed for general characteristics of successful
have the potential to
approaches to be identified, which can be considered in the development of interventions for
reach the homes of
cyber safety. According to the analysis by Luna and Finkelhor, interventions tend to be successful
the learners they
when:
teach and access
parents both directly
(through holding  they are grounded in a theoretical framework
meetings) or  they focus on concrete skills development
indirectly (through  they consist of different components that take into account different target audiences (e.g.
educating children). parents, teachers, pupils)
 interactive instructional strategies are applied
 the approach considers the individual and/or small groups in the target audience
 the training is implemented in a comprehensive way
 the intervention exceeds about 20 hours of involvement of the target audience

Campaigns have also been found to work best when they are targeted at early age groups (9 to
12 years) and consider factors such as gender in the programme development. Unsuccessful
campaigns have been found to be limited to the transmission of knowledge as opposed to
behaviour change, when the campaign is based on inducing fear, and when the focus is limited
to changing attitudes and has an approach that is too general.

Source: Luna R & Finkelhor D, School-based prevention programs: Lessons for child victimisation prevention. Unpublished
manuscript. Durham, NH: Family Research Laboratory, University of New Hampshire, 1998. As cited in Valcke M, Schellens T, Van
Keer H & Gerrarts M, Primary school children’s safe and unsafe use of the Internet at home and at school: An exploratory study.
Computers in Human Behavior, 2006. Available online: http://users.ugent.be/~mvalcke/CV/vecits.pdf [accessed 13 January 2012].

the learners.68 This highlights the challenge Schools further provide the ideal entry
in translating children’s knowledge into point for prevention of violence since they
practical, safer online behaviours. have the potential to reach the homes of
Interventions therefore need to be the learners they teach and access parents
developed that go beyond awareness both directly (through holding meetings) or
raising to interventions that specifically indirectly (through educating children). In
place emphasis on reducing risky online this way schools are able to have an impact
behaviours.69 on the communities in which they are
situated.
A whole-school approach to cyber
In line with the need for a comprehensive
bullying prevention approach to cyber violence, a whole-school
Educators also have a major part to play in approach in the educational setting is based
teaching children about the dangers of on the assumption that bullying is a
internet use, particularly since the statistics systematic problem and that interventions
indicate that cyber bullying occurs both in need to be directed at the entire school
the home and school contexts. According to context, including learners, educators,
South Africa’s Film and Publication Board, principals, parents, school governing bodies
just over a half of educators (53%) had and external school members, which
discussed internet usage with their learners include provincial, district and national
at school.70 While schools by no means hold government, rather than just individual
the sole responsibility for educating victims and bullies.71 By intervening in all
children about internet safety, they are areas of the school community, one is able
considered an important role player to to change beliefs, behaviours and social
counter the potential negative effects of norms, and to create a supportive and
internet use because children spend a trusting school environment that has access
considerable amount of time in this setting. to external support structures.

CJCP Issue Paper 13 June 2012

 11

Whole-school approaches designed to Curricular activities are important in A whole-school

address traditional forms of bullying can instilling anti-bullying attitudes among approach in the
help to shed light on cyber bullying learners and assisting them in developing educational setting is
behaviours and can be adapted to suit this pro-social conflict-resolution skills. Children based on the
new context. should be engaging with these important assumption that
issues in the classroom. This will allow a bullying is a
The first comprehensive whole-school climate of empathy and respect to be systematic problem
intervention, the 1993 Olweus Bullying established, both in the classroom and in and that
Prevention Program, was implemented on a the school in general. Life Orientation interventions need to
large scale and was premised on the classes provide a perfect opportunity to add be directed at the
following components: elements of cyber bullying and ‘netiquette’ entire school context.
into the formal curriculum.
Awareness
Policy
All members of the school community must
be made aware of what cyber bullying is Codes of conduct and other school policies
and how they should respond to it. This is that address cyber bullying need to be
especially important in the light of: drawn up and communicated to all
members of the school community. There
 poor parental knowledge and subse- needs to be a policy in place that is not only
quent control of children’s ICT use; and implemented but consistently enforced,
and there need to be appropriate
 children’s tendency to conceptualise consequences relating to cyber bullying.
online aggression as ‘drama’ rather than This will indicate that the issue is taken
bullying or violence. seriously and will not be tolerated, and
each member of the school community will
The issue needs to be described and be held accountable for their behaviour.
discussed in detail so that everyone
understands and has a shared idea of what The Department of Basic Education
constitutes cyber violence and the provides guidelines on e-safety in schools
importance of addressing it, particularly due and calls for a safe school committee to be
to the grave implications cyber bullying can formed to manage e-safety, with the
have on individuals. function of developing, implementing and

The Department of Basic Education’s 2010 draft guidelines on e-safety suggest that a safe school
committee be formed in each school to manage e-safety. The committee would comprise the
following members:

 School management
 Network administrator
 IT teacher
 Teacher-librarian/counsellor/Life Orientation teacher
 School governing body representative
 Member of the local police service
 Learner representative
 Other appropriate specialists

The draft guidelines on e-safety also suggest that an acceptable use policy covers the following:

 The school’s responsibility and rights towards ICT use

 The learner’s responsibility and rights towards ICT use
 The parent/guardian’s responsibility and rights towards ICT use
 The consequences if the policy is not adhered to

Source: Department of Basic Education, Guidelines on e-safety in schools: Educating towards responsible, accountable and ethical
use of ICT in education. Draft guidelines, South Africa, 2010.

Cyber bullying in South Africa: Impact and responses

12

A whole-school enforcing an acceptable use policy for ICTs A whole-school approach is advantageous
approach is in the school environment.72 This policy as it provides a framework of action that
advantageous as it would not only outline the responsible use can be drawn on when incidents are
provides a framework of such technology but would also outline reported. It further creates a systematic
of action that can be the consequences of being in breach of the intervention that involves the cooperation
drawn on when policy for both learners and school staff. of all relevant role players and raises
incidents are awareness about the importance placed on
reported. The policy needs to be linked to the existing addressing this issue.
code of conduct in each school. The
guidelines further suggest that all learners, In addition, children will be a lot more
parents and educators sign the policy, and confident in reporting incidents when they
that the policy is made visible throughout know that they will be supported and that
the school. It is also considered important the issue will be dealt with efficiently.
that policies be values-based rather than
rules-based.
Conclusion
Cyber bullying can have severe conse-
Monitoring and accountability
quences for children’s well-being and
The acceptable use policy in the school development. While there are currently no
outlines the responsibilities and rights of empirically based responses to the issue,
each member of the school community to several successful interventions on related
ensure that ICTs are used appropriately and topics, such as traditional bullying, help to
safely. For example, schools are responsible shed light on possible ways of addressing
for ensuring that policies are in place so that the issue. What becomes apparent is the
ICTs are used positively to enhance the need for integrated, evidence-based and
learning environment, educators are child-centred approaches that take into
responsible for monitoring the use of ICTs account the everyday lived experiences of
and providing guidance and advice on how South African children and youth as they
to deal with cyber bullying, and learners are use ICTs.
responsible for ensuring that their use of
ICTs is in line with school policy. For the most part, young people are aware
of the risks and dangers associated with
In addition, parents are responsible for their online use of communication tools.
monitoring their child’s use of ICTs both in The information that is lacking, and should
and out of the home, which requires be explored, is how young people negotiate
parents to be educated in order to be able these online risks and dangers. Children
to supervise their children effectively. and youth’s voices and qualitative
experiences are largely missing in the
Government departments at provincial, development of effective online safety
district and national level have an important strategies. Such evidence is fundamental to
role to play in monitoring schools and their the development of empirically based
implementation of the various policies. prevention strategies to address online
Communication between school members violence.
results in active collaboration and a
coordinated approach to the problem. While important, one cannot merely rely
on technological measures to keep children
The consequences of being in breach of safe. Instead, technological measures need
school policy need to be adjusted according to be utilised in conjunction with
to the severity of the incident and the harm educational responses that focus on
caused. educating not only learners, but parents,
educators and principals too, on the risks of
In addition, individualised interventions for electronic media and the importance of
children affected by cyber bullying, either supervision. Since schools are an important
as victims or as bullies, need to be context in which cyber bullying can occur, a
developed to resolve conflict and mitigate comprehensive methodology is needed that
negative consequences that may result. will create a coordinated and collaborative

CJCP Issue Paper 13 June 2012

 13

approach between the different members These three components are essential in Technological
of the school community. dealing with the issue holistically. It is measures need to be
important to acknowledge the problem of utilised in
A whole-school approach to cyber bullying cyber bullying for children in South Africa conjunction with
– one such example of a comprehensive and to be aware of the impact it can have on educational
prevention methodology – has three basic them, especially since the situation is only responses that focus
components. First, it will educate learners, likely to get worse as technology evolves. on educating not only
parents and school staff, as well as help to learners, but parents,
create a change in the tolerance and Such partnerships between parents and educators and
acceptance of this form of bullying. Second, schools can only yield positive benefits for principals too, on the
the issue of cyber bullying will be young people’s online safety. risks of electronic
incorporated into the curriculum, which will media and the
equip at-risk learners to handle situations of We need to start engaging more with young importance of
cyber bullying and inform them of the people and discussing the ways they supervision.
mechanisms in place to support them. experience online violence, and how they
can negotiate these online spaces and
It will also outline clear consequences for prevent online victimisation.
bullies and hold each individual accountable
for their role in addressing cyber bullying. Only then will we be able to better ensure
Finally, specialised interventions for victims that young people profit from the many
and bullies will be developed for children in benefits that technology does bring, while
the school context. minimising the potential for harm.

Cyber bullying in South Africa: Impact and responses

14

Notes

1 Berger G & Akshay S, South African mobile bullying, its forms, awareness and impact,
generation: A study on South African young and the relationship between age and gender
people on mobiles. UNICEF NY, Division of in cyber bullying. A report to the Anti-
Communication, Social and Civic Media Bullying Alliance, 2006. Available online:
Section, 2012. Available online: http:// http://www.anti-bullyingalliance.org.uk/
www.unicef.org/southafrica/SAF_resources_m pdf/Cyber bullyingreportFINAL230106.pdf
obilegeneration.pdf [accessed 15 June 2012]. [accessed 9 January 2012].
2 Burton P & Mutongwizo T, Inescapable 20 Patchin & Hinduja, Bullies move beyond the
violence: Cyber bullying and electronic schoolyard, op cit.
violence against young people in South Africa. 21 Ibid.
Centre for Justice and Crime Prevention, 22 Kowalski RM & Limber SP, Electronic bullying
CJCP Issue Paper, No. 8, 2009. among middle school students. Journal of
3 Chetty I & Basson A, Report on internet Adolescent Health, 41, S22-S30, 2007.
usage and the exposure of pornography to 23 Bauman S, Cyber bullying: A virtual menace.
learners in South African schools. Research Paper presented at the National Coalition
report for the Film and Publication Board, Against Bullying National Conference, 2-4
Houghton, South Africa, 2006. November 2007. Melbourne, Australia, 2007.
4 William KR & Guerra NG, Prevalence and Available online: http://www.ncab.org.au/
predictors of internet bullying. Journal of Assets/Files/Bauman,%20S.%20Cyber
Adolescent Health, 41, S14-S21, 2007. bullying.pdf [accessed 9 January 2012].
5 Hinduja S & Patchin JW, Cyber bullying Fact 24 Kowalski & Limber, op cit.
Sheet: What you need to know about online 25 Ibid.
aggression. Cyber Bullying Research Center, 26 Bauman, op cit.
2009. Available online: http://www.cyber 27 Beran T & Li Q, Cyber harassment: A study
bullying.us/cyber bullying_fact_sheet.pdf of a new method for an old behaviour.
[accessed 6 January 2012]. Journal of Educational Computing Research,
6 Marwick A & Boyd, D, The Drama! Teen 32(32), pp 265-277, 2005.
conflict, gossip, and bullying in networked 28 Ybarra M, Diener-West M & Leaf P,
publics. Draft version of paper to be Examining the overlap in internet harassment
submitted at the Oxford Internet Institute’s ‘A and school bullying: Implications for school
decade in internet time’ symposium on the intervention. Journal of Adolescent Health,
dynamics of the internet and society, 22 41, S42-S50, 2007.
September 2011. 29 Ibid, op cit.
7 Ibid. 30 Patchin & Hinduja, Bullies move beyond the
8 Burton & Mutongwizo, op cit. schoolyard, op cit.
9 De Lange M & von Solms R, The importance 31 Ybarra, Diener-West & Leaf, op cit.
of raising e-Safety awareness amongst 32 David-Ferdon C & Feldman Hertz M,
children in South Africa. Proceedings of the Electronic media, violence and adolescents:
13th annual conference on world wide web An emerging public health problem. Journal
applications, 13-16 September 2011. of Adolescent Health, S1-S5, 2007.
Johannesburg, South Africa, 2011. Available 33 Ibid.
online: http://www.zaw3.co.za/index.php/ZA- 34 Hinduja S & Patchin JW, Offline
WWW/2011/paper/viewFile/423/131 consequences of online victimization: School
[accessed 10 January 2012]. violence and delinquency. Journal of School
10 Burton & Mutongwizo, op cit. Violence, 6(3), pp 89-112, 2007.
11 De Lange & Von Solms, op cit. 35 Hinduja S & Patchin JW, Cyber bullying and
12 Burton & Mutongwizo, op cit. suicide. Cyber Bullying Research Summary,
13 Patchin JW & Hinduja S, Bullies move 2009. Available online: http://www.cyber
beyond the schoolyard: A preliminary look at bullying.us/cyber bullying_and_suicide_
cyber bullying. Youth Violence and Juvenile research_fact_sheet.pdf [accessed 9 January
Justice, 4(2), pp 148-169, 2006. 2012].
14 Wade A & Beran T, Cyber bullying: The new 36 Von Solms R, Cyber bullying- A real threat.
era of bullying. Canadian Journal of School Presentation at the Centre for Justice and
Psychology, 26(44), pp 44-61, 2011. Crime Prevention Roundtable discussion,
15 Burton & Mutongwizo, op cit. Southern Sun Hotel, Cape Town, 19 August
16 Beger G, Hoveyda PK & Sinha A, From 2011.
‘What’s your ASLR’ to ‘Do you wanna go 37 Li Q, Cyber bullying in schools: A research of
private?’. The United Nations Children’s Fund gender differences. School Psychology
(UNICEF), 2011. Available online: International, 27, pp 157-170, 2006.
http://www.unicef.org/southafrica/SAF_resour 38 Bhat CS, Cyber bullying: Overview and
ces_mxitstudy.pdf [accessed 10 January strategies for school counsellors, guidance
2012]. officers, and all school personnel. Australian
17 Burton & Mutongwizo, op cit. Journal of Guidance and Counselling, 18(1),
18 Wade & Beran, op cit. pp 53-66, 2008.
19 Ibid; Smith P, Mahdavi J, Carvalho M & 39 Film and Publication Board. Presentation by
Tippett N, An investigation into cyber Makola M at the Centre for Justice and Crime

CJCP Issue Paper 13 June 2012

 15

Prevention Cyber bullying Roundtable 57 Valcke M, Schellens T, Van Keer H & Gerrarts
discussion, Southern Sun Hotel, Cape Town, M, Primary school children’s safe and unsafe
19 August 2011. use of the Internet at home and at school: An
40 Ibid. exploratory study. Computers in Human
41 Department of Communications, Children Behavior, 2006. Available online:
and ICT strategy: First draft. Attendance at http://users.ugent.be/~mvalcke/CV/vecits.pdf
consultative workshop towards the [accessed 13 January 2012].
development of the second draft. Airport 58 McQuade SC & Sampat N, Report on the
Grand Hotel, Johannesburg, 29 November Rochester Institute of Technology Survey of
2011. Internet and At-risk Behaviors. Undertaken by
42 Serra SM & Venter HS, Mobile cyber- School Districts in Monroe County, New York,
bullying: A proposal for pre-emptive 2008. Available online: http://www.rrcsei.org/
approach to risk mitigation by employing RIT%20Cyber%20Survey%20Final%20Report.
digital forensic readiness. Information Security pdf [accessed: 9 January 2012].
South Africa, 2011. Available online: 59 Girl’s Net, Keep your chats exactly that
http://icsa.cs.up.ac.za/issa/2011/Proceedings/ campaign, 2009-2010. Available online:
Full/99_paper.pdf [accessed 11 January http://www.girlsnet.org.za/projects/keep-your-
2012]. chats-exactly [accessed 11 January 2012].
43 David-Ferdon & Feldman Hertz, op cit. 60 NGO Pulse, Texting and Sexting: Keep your
44 Digital Chaperones for Kids. Consumer chats safe, 2009. Available online:
Reports, 66, pp 20-23, March 2001. http://www.ngopulse.org/article/texting-and-
45 Skade T, MXit to take ‘zero tolerance’ sexting-keep-your-chats-safe [accessed 11
approach to cyber criminals, The Star, 14 January 2012].
May 2010. 61 I-Safe website. About i-Safe. Available online:
46 Film and Publication Board, Film and http://www.isafe.org/channels/?ch=ai
Publications Act receives support in cracking [accessed 11 January 2012].
down child predators on MXit, 26 May 2010. 62 Mishna F, Cook C, Saini M, Wu M &
Available online: http://www.fpb.gov.za/ MacFadden R, Interventions to prevent and
index.php?option=com_content&view=articl reduce cyber abuse of youth: A systematic
e&id=171&Itemid=129 [accessed 11 review. Research on Social Work Practice,
January 2012]. 21(1), pp 5-14, 2011.
47 Internet providers block Outoilet website, The 63 Ibid.
Citizen, 24 November 2010. Available 64 ‘Missing’. Office of the Massachusetts District
online: http://www.citizen.co.za/citizen/ Attorney website. Available online:
content/en/citizen/local-news?oid= http://www.mass.gov/daplymouth/protection/
153033&sn=Detail&pid=146820&Internet- missing.html [accessed 11 January 2012].
providers-block-Outoilet-site [accessed 11 65 PR Newswire, New game for kids 8 to 12
January 2011]. teaches them how to stay safe on the
48 Major networks blocking access to Outoilet internet, 2011. Available online:
chat site, Cape Times, 25 November 2010. http://www.prnewswire.com/news-
Available online: http://www.fpb.gov.za/ releases/new-game-teaches-kids-8-to-12-
index.php?option=com_docman&task=doc_ how-to-stay-safe-on-the-internet-as-they-
view&gid=128&tmpl=component&format=r head-back-to-school-129721458.html
aw&Itemid=103 [accessed: 11 January [accessed 11 January 2012].
2012]. 66 Ibid.
49 Patchin JW. & Hinduja S, Trends in online 67 Mishna et al, op cit.
social networking: Adolescent use of 68 Ibid.
MySpace over time. New Media and Society, 69 Ibid.
12(2), pp 197-216, 2010. 70 Chetty I & Basson A, Report on internet
50 Ibid. usage and the exposure of pornography to
51 Facebook agrees to update safety measures, learners in South African schools. Film and
Consumer Affairs.com., 5 August 2008. Publication Board Research Report, 2006.
Available online: http://www.consumeraffairs. Available online: http://www.info.gov.za/
com/news04/2008/05/facebook_ags.html view/DownloadFileAction?id=81355
[accessed 11 January 2012]. [accessed 16 April 2012].
52 Ibid. 71 Smith PK & Ananiadou K, The effectiveness
53 Agatston PW, Kowalski R. & Limber S, of whole-school anti-bullying programs: A
Students’ perspectives on cyber bullying. synthesis of evaluation research. School
Journal of Adolescent Health, 41, S59-S60, Psychology Review, 33(4), pp 547-560, 2004.
2007. 72 Department of Basic Education, Guidelines
54 Ibid. on e-safety in schools: Educating towards
55 Film and Publication Board. Presentation by responsible, accountable and ethical use of
Makola M, op cit. ICT in education. Draft guidelines, South
56 Von Solms R & De Lange M, Children at risk Africa, 2010.
of online bullying. Mail and Guardian Online,
4 February 2011. Available online:
http://mg.co.za/article/2011-02-04-children-
at-risk-of-online-bullying [accessed6 January
2012].

Cyber bullying in South Africa: Impact and responses

16

About the CJCP mission

authors
The Centre for Justice and Crime Prevention • facilitating the implementation of crime
At the time of writing, (CJCP) is dedicated to developing, informing prevention projects;
Maša Popovac was a and promoting innovative evidence-based
researcher at the CJCP. crime prevention focused on the groups • providing sector-specific and accredited
She holds a master’s identified as being vulnerable to training in crime prevention for policy
degree in Research victimisation or offending. The CJCP does makers, public sector officials and non-
Psychology from the this by: governmental organisation practitioners;
University of the and
Western Cape. • conducting rigorous research into issues
of relevance to policy makers, public • disseminating the results of its research
Lezanne Leoschut is service officials, development partners and lessons learned to relevant
director of research at and crime prevention practitioners; audiences.
the CJCP and has
undertaken research in
South Africa, Namibia, About this paper
Mozambique, Kenya,
South Sudan and the
Democratic Republic The proliferation of information and In response to the negative effects of cyber
of Congo. She holds a communication technologies (ITCs) over the aggression the ICT industry has been
master’s degree in past few years has altered our social compelled to develop and implement
Research Psychology environments and has in many ways directed strategies to protect young users. Blocking
from the University of our social interactions. Young people lead and filtering software is one of the primary
the Western Cape. the way in the daily use of ICT tools. means developed to keep children from
Although beneficial, ICTs have inadvertently accessing harmful content online. While of
opened up new avenues for violence and paramount importance, the sole reliance on
victimisation against the country’s most this software is insufficient in addressing the
vulnerable, i.e. children and youth. problem.

While there is a dearth of literature on the The paper argues for schools as an important
topic, this paper draws on the data available entry point in cyber bullying prevention
to demonstrate the need for an evidence- since they provide the ideal context in which
based child-centred approach that takes to bring together technological measures as
into consideration children’s everyday lived well as education awareness initiatives
experiences in their use of ICTs to safe- involving most of the role players responsible
guard them against online dangers. for protecting children and youth.

© 2012, Centre for Justice and Crime Prevention Published by the Centre for Justice and Crime Prevention
ISSN: 1819-2661 PO Box 44702 Claremont 7735 SOUTH AFRICA
Tel: +27 (0)21 447 1818 Fax: +27 (0)21 447 0373
The opinions expressed in this paper do not necessarily Email: [email protected]
reflect those of the Centre, its Trustees, members of the www.cjcp.org.za
Advisory Board or donors. Authors contribute to CJCP
publications in their personal capacity. Editing & layout: Tyrus Text and Design [email protected]

CJCP Issue Paper 13 June 2012

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