cyber bullying among filipino adolescents, Lecture notes of Design and Analysis of Algorithms

Download cyber bullying among filipino adolescents and more Lecture notes Design and Analysis of Algorithms in PDF only on Docsity! CYBER BULLYING AMONG FILIPINO ADOLESCENTS A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAT'I AT MANOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY DECEMBER 2012 By Shella Guevara Witkus Thesis Committee: Seongah Im, Chairperson Katherine Ratliffe Michael Salzman Keywords: cyber bullying, online bullying, adolescents, internet harassment, perpetration, victimization Cyber bullying Among Filipino Adolescents — i Abstract Cyber bullying, a form of bullying that uses electronic media, is a globally emerging phenomenon. The gap between the advancement of electronic devices and dearth of empirical evidence of study between developed and under developed countries suggests that more research is needed to understand this phenomenon. The purpose of this study was to examine cyber bullying experience among Filipino Visayan adolescents in the Philippines. It was a one-time cross-sectional design. There were 579 participants between the ages of 11 and 17 years of age who had prior and/or were currently taking computer classes at the time of the study. Participants were given a 38 item survey to identify demographic information as well as ask about their cyber bullying experiences. Two research questions were addressed using descriptive statistics and Chi-square tests. Results of the study identified a number of specific student and environmental variables important to the understanding of the phenomenon of cyber bullying within the specific community under study in the Philippines. The findings of this study will hopefully assist educators, administrators, and students to more effectively address problems caused by cyber bullying among adolescents. Appendix A: Appendix B: Appendix C: Appendix D: Appendix E: Cyber bullying Among Filipino Adolescents iv List of Appendices Cyber bullying Student Survey. ..... 0.000.000 coe cece cee eee ce etetenteteee ss 26 Parent Consent English Format ............ 0002.0... 000 ecceeeeeeeee eee ee eee 31 Parent Consent Tagalog Format .........0...00.....e cece eee eee eee eee eee eeee 33 Student Assent English Format .........0..0..00000 0c cee eee eee eee eee eee eee eetee 36 Student Assent Tagalog Format.............00...0.. ccc ee ceee eects eeetee er eeee 37 Table 1 Table 2 Table 3 Table 4 Cyber bullying Among Filipino Adolescents — v List of Tables Chi-Square Tests with Type of School, School Locations, Gender, and Age in Cyber bullying......000000 0.0000 ee eect eeeeeeeeneeeeeee 17 Chi-Square Test with Frequency of Cell phone Use...............ssee 18 Chi-Square Test with Frequency of Internet Use...........0... 0.06000 19 Chi-Square Test with Frequency of What Parents did to Protect Students from Cyber bullying... Cyber bullying Among Filipino Adolescents 1 An Examination of Cyber bullying Behaviors among Filipino Adolescents Introduction Cyber-safety is a pervasive and global problem (Li, 2006, 2008, Ang & Goh, 2010, Kraft, 2009, Shariff, 2008). It is an international phenomenon that is widely unregulated. Adolescents all over the world are progressively becoming technologically savvy and digitally trendy, as communication through use of cell phones and other hand- held devices such as iPods and Blackberries, and Internet access using computers, become part of adolescent lifestyle. This recent globalization and easy access to the Internet and other technologies among adolescents have become the focus of news reports and research. Also, recent reports on the misuse of technologies have concerned educators, leaders, parents and lawmakers who try to warn people about cyber danger (McLauglin, 2010). The present research is aimed at addressing cyber bullying behavior. Specifically, | examined the prevalence of the behavior, the technologies involved, and the perspectives of youth in urban and suburban areas of the Philippines. The cyber-danger issues range from cyber bullying to sexting and, most recently, sextbullying (Eraker, 2010). Legal issues such as cyber-safety, school, and parental responsibilities, moral questions and ethical dilemmas have been the main interests of educators, leaders, parents and lawmakers. In some instances, teens have been suspended from school, charged with pornography and listed as sex offenders. Teens know that they should not be involved with these high-risk behaviors but continue to do them because they don’t fully understand the particular long-term consequences to either the bullies or the victims (Sylwester, 2007). Some experts in the field of adolescent health claim that the adolescent prefrontal brain cortex is not fully mature until the age of twenty (Giedd, Cyber bullying Among Filipino Adolescents 4 from any form of electronic bullying. A cyber perpetrator is defined as a person who attempts to gain power and dominance over others (Shariff, 2008) with any form of electronic bullying. Shariff (2008) uses the terms perpetrator rather than bully because he or she “initiates a certain action or actions in a specific context, whereas labeling an individual as a bully gives the perception that such an individual is a bad or evil person at all times” (p.17). The Characteristics of Cyber bullying As adolescents have started to use the Internet and text messaging for social communication, cyber bullying has become increasingly prevalent. The many forms of cyber bullying that Willard (2007) describes are harassment, flaming, denigration, impersonation, trickery, outing, exclusion, and cyber stalking. He makes clear distinctions among each form. Cyber bullying as harassment is the repeated sending of “mean, nasty, and insulting messages” (p. 1). Flaming is fighting using “vulgar language” in an online conversation and “is similar to face to face bullying or verbal fighting” (p. 1). Cyber bullying as denigration is “dissing someone online” and/or to send or post slanderous comments to damage a person’s reputation (p. 2). Impersonation cyber bullying is using information that has been fabricated to damage someone’s teputation. Cyber bullying as trickery is scamming someone into “revealing secrets and embarrassing information online” (p. 2). Outing is “sharing someone’s secret and private information” to hurt the other person (p. 2). Exclusion cyber bullying is purposely and maliciously isolating a person from a social group. Lastly, cyber stalking is an online pursuit of “unwanted relationships” (p. 2). Cyber bullying Among Filipino Adolescents 5 O’Shaughnessy (2011) identifies many methods used to cyber bully, including instant messaging, email, text messaging, social networking, and chat room blogs and websites. Instant messaging refers “to real-time, typed conversations via the Internet with people on a buddy or contact list” (p. 44). Perpetrators can send harassing messages which are often times difficult to trace if the messages are erased in cyber space. Email is a method of cyber bullying where a person can send a single email to one or many people and sometimes can be difficult to trace. Text messages are “typically stored on the mobile phone, but can be erased permanently, which makes it difficult to obtain proof or evidence of bullying” (p. 44). Social networking sites, such as Facebook, are defined as websites that allow people to post profiles of them to meet or communicate with people who are part of their extended social networking groups. Bullying on Facebook can involve “writing about their peers in their news feed, or by creating fake identities and building profiles to harass other people” (p. 44). Chat rooms, blogs and websites can be used “to impersonate, humiliate, embarrass, and damage the reputations” (p. 44) of other persons. Examples might include using a URL, creating a website, and posting photos of others through electronic communications such as email, texting, or social networking sites. Cyber bullying and sexting are new and emerging phenomena. There has been a number of news stories and police reports published about cyber incidents in different parts of the world. Research in the area of cyber bullying has utilized online, telephone, and in-person surveys. Cyber bullying studies conducted in the United States have focused on teen bullying behaviors. These teen behaviors have been the focus of cyber Cyber bullying Among Filipino Adolescents 6 bullying and sexting research. This research can be difficult to conduct because many cyberspace activities are anonymous. Research on Cyber bullying Prevalence of Cyber bullying. The United States National Center for Education Statistics data on cyber bullying collected from 2008-2009 found that, as a result of cyber bullying, students reported personal fear, avoidance behavior, fighting and weapon carrying at school (2009). A survey was conducted with 7,066,000 U.S. participants between the ages of 13-18. The study found that 28% of these participants were bullied in school and 6% were cyber bullied on and off school campus. The findings from the study established incidences of cyber bullying that included hurtful information on the Internet (2%), unwanted contact via email (1.3%), unwanted contact via instant messaging (1.8%), and unwanted contact via text messaging (3.0%), unwanted contact via online gaming (0.8%), and purposeful exclusion from an online community (0.9%). Experiences from Different Types of Schools. Public school students differed from private school students in response to cyber bullying instances and their choices for assistance. Topgu (2008) found that cyber bullying was more likely to be experienced by public than private school students in Turkey. A questionnaire was distributed among 183 participants between the ages 14-15 to provide information on cyber bullying experiences as a bully and as a victim. The study found that private school students did not take cyber bullying as a serious matter and thought it was a “joke” (p. 643). The public school students, however, took cyber bullying seriously. The study also noted that public and private school students both asked their friends for assistance. Similar findings, reported by Juvonen & Gross (2008), reflected that 90% of cyber bullying Cyber bullying Among Filipino Adolescents 9 teens between 13-18 years. Further findings suggested that 8 percent of those between 9- 12 years experienced sexual comments a few times, confirming that cyber bullying mostly targeted teenagers. Walrave & Heirman’s (2011) study on Belgium adolescents also found that girls were more likely victims of cyber bullying and were more inclined to engage in cyber bullying. In Belgian schools, the nature and extent of cyber bullying included posting illicitly taken photos or videos online, delivery of unsolicited messages, and exclusion from online discussions. European cyber bullying studies found that 24 percent of Norwegian children had received unwanted sexual comments (Hasebrink et al, 2009). In another study Livingstone and Bober (2005) found that one-third of UK children aged 9- 19 years old had received unwanted sexual comments. A Brandtzaeg, et. al (2009) study found that teens between 13 and 18 were more likely to be bullied via IM and email and were victims of sexual solicitation by men or boys. Another study with 269 secondary Turkish students by Aricak, et al. (2008) found that more than a quarter (26.8%) of the students reported saying things that were untrue and 7% displayed pictures of other people without their consent. In this study students used personal computers and cell phones. These researchers also found that most of the affected students reported telling their peers rather than parents about the cyber bullying incidents. The main problems that adolescents reported included anonymity in cyberspace, and teenagers as the main targets for cyber bullying. Findings to date suggest a relative lack of comparative data among cultures in various countries. Li (2007a, 2008), however, found that, compared with other cultures, Chinese students were more likely to be victims, while Canadian students were about Cyber bullying Among Filipino Adolescents 10 four times more likely to be cyber bullies. Li (2007b) also found that, among Chinese students, more boys than girls were cyber bullies, and girls reported they were cyber victims more often than were boys. In Belgium, Dutch-speaking students were more likely to be perpetrators than victims. The French-speaking people in Belgium, however, were more likely to be victims than bullies (Craig & Harel, 2004). Cell phone and Internet usage on school campuses are different among states and countries. In the United States, for example, most public schools prohibit cell phone usage during school days, but students maintain possession of cell phones within the school settings (Gerard, 2006). The Internet is also accessible for students’ educational research activities on classroom computers (DOE, 2009). Students who violate school Internet use policies are generally disciplined through student misconduct policies (DOE, 2009). These practices may be different in other countries. Cyber Bullying in the Philippines There have been many news stories regarding incidences of cyber bullying in the Philippines; however, research on the phenomenon in the Philippines is scarce. A study on text messaging done by Roman (2005) among Catholic students aged 15-24 in the Manila area found that one third of them subscribed to religious text message services, one third subscribed to mobile chat services where strangers meet, met friends, and found romantic partners, and a full third of students found sexual partners through these chat services. This study drew the attention of the ministry. As a result, church ministers sent frequent Biblical and inspirational messages to teens for evangelizing purposes. Sending text messages was found to be an effective channel of communication to convey religious messages. It helped teens embrace the new technological devices and remain Cyber bullying Among Filipino Adolescents 11 conservative regarding media violence and nudity. A research study on bullying conducted by Rudatsikira, et al. (2008) among 7,338 adolescents in the Philippines found that there was an association between bullying victimization and physical fighting. They suggested that adolescents who were bullied were less likely to attend school. Cyber bullying as compared to traditional bullying, is more insidious due to the increasing online interaction. This study examined the relationships of cyber bullying victimization and perpetration. So far, limited studies on the interaction of cultural values in cyber bullying show that the relationship between victimization and perpetration is inconclusive. In the Philippines the potential use of cell phones and short message service (SMS) as an educational tool was studied. Librero, et al. (2007) found that 12 to 48 year- old students have access to mobile modules which were developed in subject areas such as English, math, and science. The mobile module uses handheld devices and smart phones for accessing course material in a wide range of subject areas. Other module topics were delivered via SMS. A survey study done in the United States on student perceptions of educational cell phone usage by Humble-Thaden (201 1) found that there was an interest in cell phone usage as learning tools in educational settings. The study also found gender differences in perceptions, where boys had a higher acceptance than girls of cell phone use in the classroom. This could maybe be related to boys better representing occupational fields such as math, science, and technology, whereas girls more likely valued more direct physical interaction and communication. An important issue that the Philippines face regarding cyber bullying is whether it is a crime under Philippine law (Romulo, 2010). The most recent documented incident of Cyber bullying Among Filipino Adolescents 14 Instrument. This study adapted a survey that was previously created to evaluate cyber bullying in Hawaii (Mark, 2009). The survey was administered in a classroom designated by the school for this purpose and took between 15-30 minutes for students to complete. The survey used for this study was similar to Brandtzaeg’s (2009), Topcu’s (2008), Aricak’s (2008), and Mark & Ratliffe’s (2011) survey in that the items focused on the extent and characteristics of cyber bullying. Selected questions, however, were used to focus on the present research topics of interest and were drawn from Mark & Ratliffe’s survey. The modified survey included 38 items (Appendix A). The first 13 questions concerned demographic data, which includes age, gender, ethnicity, municipality, and religion. The remaining 25 questions asked students about type of platform-use, whether or not they had been involved in cyber bullying (bullies or victims), and their awareness of cyber bullying safety measures at their respective schools. Procedures. Data were collected in June of the 2012 school year. The survey was conducted in both private and public schools upon obtaining school principals’ approvals. With teacher approval, participants were drawn from students who had taken or were currently taking computer courses. The project was explained to students in class by the principal investigator. Those participants who volunteered to take the survey were given a consent form in English or Tagalog to take home for their parents to sign. The consent forms were returned to teachers before students completed the survey. A copy of informed consent was kept by participants. The principal investigator explained to participants the research purpose, aims, and objectives. Participants were then given Cyber bullying Among Filipino Adolescents 15 assent form in English or Tagalog. Upon their agreement to participate, they were given the survey forms. The principal investigator stayed in the classroom as a monitor. Teachers were asked to leave the room so that students would feel no coercion to participate. When finished, participants dropped their surveys into a box which was closed and sealed by the principal investigator and placed in a secure location. After all survey forms were collected, participants and teachers were given a small gift, the value of which was no more than $1 per person. Data Analyses. To address the first research question, descriptive statistics were reported for each item of the survey. To answer the second research question, a Chi- square test was used to examine the difference in cyber bullying behavior among the varying demographic groups including gender, age, school, etc. The students’ frequency level of participation in cyber bullying was the dependent variable. The independent variables were demographic variables such as gender, age, public and private schools, kinds of platforms, and extent of Internet usage. Results The first research question, pertaining to the extent to which Filipino adolescents engage in cyber bullying and related behaviors, was analyzed using descriptive statistics. The demographic composition of the convenience sample (N=579) was 43% male and 57% female. Eighty one percent of the sample population was Catholic. Students from public schools comprised 38.86% of the population, while 61.14% were from private schools. Technology access. Of the 579 students, 43.18% reported that they had and used desktop computers, 48.19% laptop computers, and 90.67% cell phones. The three top Cyber bullying Among Filipino Adolescents 16 technological platforms students used were social networking profiles like Facebook (83%), posting photos online (67.36%), and sending and receiving text messages (89.29%). Fifty two percent of students reported that they had computer Internet access at home, and 88% reported owning their own cell phones. In addition to using their cell phones to make calls, 72% also used their phones to send and receive text messages. In addition, 53.89% students reported taking daily photos as well as going onto the Internet to check e-mail, visit Facebook and/or chat rooms. Cyber bullying awareness. Within the convenience sample, 44.04% reported that they knew someone who had been cyber bullied and 19.52% of these said that they had told adults about their experience. More than fifty percent of teachers, counselors, principals, or vice principals knew that cyber bullying had occurred at their schools, and 47.32% students reported that these adults had tried to stop the cyber bullying incidents. Fewer than forty percent of parents did not know that cyber bullying occurred at school, and when parents learned about it, 33.16% tried to stop it. If students knew that cyber bullying occurred at their school, 82.04% reported that they would tell their parents, 71.16% tell their teachers, and 83.94% tell their friends. Two top school prevention programs that students reported were strict computer and cell phone rules (51.99%) and counseling (44.56%). Eighteen percent did not know of any available prevention programs. To protect students from cyber bullying, students teported that their parents’ top two prevention strategies were: monitoring cell phone use (36.44%) and discussing online safety (37.65%). Seventeen percent of parents did not do any prevention to protect students from Internet dangers. Table 1 Cyber bullying Among Filipino Adolescents 19 Chi-Square Tests with Type of Schools, School Locations, Gender, and Age in Cyber bullying Incidents # cyber 2 # cyber 2 victim perpetrator n % @ fn % 1) School Public 68 40 - 46 50.5 - Private 99 60 - 45 49.5 - 10.36* 1.83 (016) (176) School Urban 76 45.5 - 27 29.7 - Suburban 91 54.4 - 64 70.4 - 10.36* 24.75** (016) (.000) Gender Male (n =249) 71 42.5 - 45 49.5 - Female (n =330) 96 57.5 - 46 50.5 - 023 1.83 (.879) (176) Age 11-12 20 12 - 14 15 - 13-14 92 55 - 47 52 - 15-17 55 33 - 30 33 - 14.3 12.7* (.026) (.046) Total 167 100 91 100 Note: *p<.05; **p<.01 Frequency of cell phone and Internet use for cyber victimization and cyber perpetration. Results reported in Tables 2 and 3 indicate that more than half of the students had been embarrassed, hurt, threatened, or intimidated by someone through use of cell phones every day (51.5%) and 30% through the Internet every other day for the past 30 days. Forty one percent used a cell phone every day and 31% used the Internet once a week to purposely harass, embarrass, hurt or threatened someone. There was a significant relationship between cell phone usage and a cyber perpetration = 10.22, p<.05, but not statistically significant in cyber victimization 42 = 2.52, p>.05. Students who frequently used cell phones were more likely to be cyber perpetrators than cyber Cyber bullying Among Filipino Adolescents 20 victims. However, results indicated that there was no relationship between the use of the Internet to be victimized 47 (4 = 5-77, p>.05, or to perpetrate ¢ (4) = 4-94, p>.05. Table 2 Chi-Square Test with Frequency of Cell phone Use Cyber Victim Cyber Perpetrator No Yes 42 No Yes 42 n % n % (p) n % n % (p) Never 27 7 15 9 - 33 7 9 9.9 - 1-3times/ 39 10 |] 12) 7.2 - 44 9 7 77 - month Once/wk 30 7 ll 66 - 30 6 11 12 - Every 92 22 | 43 25.7 - 108 = 22 27 29.7 - other day Everyday 224 54 | 86 51.5 - 273,53 37 40.7 - 2.52 10.2 (.640) (037) Total 412 100] 167 100 488 100 91 100 Note: *p<.05; **p<.01 Table 3 Chi-Square Test with Frequency of Internet Use Cyber bullying Among Filipino Adolescents 21 Cyber Victim Cyber Perpetrator No Yes 42 No Yes 42 n % n % (p) n % n % (p) Never 66 16 | 22 13 - 70 143 18 20 - 1-3 times) 67 16.3 | 25. 15 - 79 162 13 14 - month Once/wk lll 26.9) 35 21 - 118 24.2 28 31 - Every 91 22.1] 50 30 - 122) 25.0 19 21 - other day Everyday 77 18.7 | 35 21 - 99 20.3 13 14 - 5.77 4.94 (217) (.293) Total 412 100 | 167 __100 488 100 91 100 Note: *p<.05; **p<.01 Internet access at home and what parents did to protect students from cyber bullying. Chi-square analyses revealed differences in parents who monitored cell phone use, Facebook usage, and discussed online safety in terms of computer Internet access at home. As shown in Table 4, when there was Internet access at home, parents tended to talk more about online safety , ©ay = 9.46 p<.05, and also tended to monitor students’ Facebook pages, ¢ w= 30.73, p<.05. No significant relationship was found between Internet access at home and monitoring cell phone use. Cyber bullying Among Filipino Adolescents 24 present study. The present study also found that students 13-14 years of age were more likely to experience cyber bullying behaviors than any other age groups. Livingstone and Bober (2005), Smith, Mahdavi, Carvalho, and Tippet (2006), and Slonje and Smith (2008) claimed that adolescents’ age groups for cyber bullying vary among different studies. This further supports the notion that it is difficult to compare results of previous studies because participants’ age groups and questionnaires used in the studies were different. That is, students of any age group often either perpetrate or are victims of cyber bullying. The findings of Topgu’s (2008) study between private and public school students on reasons why students cyber bully were found to be similar to those of the present study, where private school students’ reasons to cyber bully centered on it as being funny and not harmful to anyone. On the other hand, public school students reasoned that cyber bullying was not wrong and sometimes did not even know why they cyber bullied. Public school students reported more feelings of anger while private school students reported more feelings of embarrassment. The private school students’ feelings that their cyber bullying was not harmful may have been related to their religion through ethical values which emphasize areas like forgiveness and acceptance of others. On the other hand, public school students may have had more stressors in their lives resulting in repressed generalized anger and frustration that may have come out in the form of cyber bullying. The findings of this study also suggested that schools have preventative actions against cyber bullying. Students reported schools had strict computer and phone rules, and school counselors were available to students when dealing with moral issues surrounding cyber bullying. Students thought that principals, teachers, and counselors Cyber bullying Among Filipino Adolescents 25 were aware of cyber bullying, and took a lead role in stopping cyber bullying incidents. When cyber bullied, students reported to have told their friends more often than their teachers and parents, a finding similar to that of Juvonen & Gross (2008) as well as the present study. Further, to help stop cyber bullying, both private and public school students reported that teachers assisted students in these situations. A lower percentage of parents (39.21%) knew that cyber bullying occurred at the school and only 33.16% tried to stop it. With more than fifty percent of students reporting using the Internet at home, an implication of this is the possibility that off campus incidents are primarily the responsibilities of parents. Parents who have limited knowledge of computers and Internet may need to become familiar with these areas so as to better monitor their student’s activities. The results of this study suggest that parents’ involvement in educating and teaching students ethical behavior on the Internet can help prevent or reduce the likelihood of their encountering cyber bullying when using this mode of communication. Limitations. There were several limitations to this study. The first was the use of a self-report survey, which may have been a challenge to students’ interpretation of the cyber bullying phenomena. It might have been hard for students to appropriately respond to the survey, particularly telling the truth about a controversial question. The students might have felt discomfort in completing the survey questions. In addition, students might not have been familiar with the terminology and its different characteristics. A second limitation was the representativeness of the sample. The sample population was not a random sample. The principal investigator chose the schools based on her familiarity with the schools and as an alumnus of one of the schools. The Cyber bullying Among Filipino Adolescents 26 principals, teachers, and counselors chose students based on the targeted age groups. Students were chosen based on their fluency with the English language as well as their availability at the time the research was to be conducted. A third possible small limitation concerned the survey instrument itself. Although the Philippine educational system has been using English and Tagalog as mediums of instruction from elementary through university level, the participants’ primary dialect was Hiligaynon. The survey was available in English and Tagalog translation for ease of participants’ understanding of the language. A survey in Hiligaynon probably should have been provided to an estimated .034% of the participants with limited English and Tagalog language ability. A fourth limitation of the study concerned the homogenous sample. All of the participants were Filipino and representative of the Western Visayas region only. There are many other regions, districts, cities, and towns in the Philippines, including many other schools within the Western Visayas. This makes the result of the study less generalizable to the larger Filipino population. Implications for Future research. The survey can be modified. Research on Internet access via cell phones should be part of the survey rather than treated as a separate entity. There should also be more research focused on parental preventative actions related to the different platforms used for cyber bullying. With the emerging of Internet access on cell phones growing quickly in a country like Philippines, adolescence exposure to cyber space and cyber bullying is a continual challenge. Although more than 50% of students reported using the Internet at home, students might have referred to any place outside of school as being “at home,” such as using an Cyber bullying Among Filipino Adolescents 29 Directions: Please read the definition of cyber bullying in the box below and honestly answer the following questions about your experiences with cyber bullying in and out of school in the last 30 days. Cyber bullying occurs when someone purposely tries to embarrass, hurt, threaten, or intimidate another person using modern technology, like the Internet, e-mail, Facebook, chat rooms, Blogs, Instant Messenger, cell phones, etc. (Nangyayari sa mga ilan na may balak na ipahiya, saktan, ipanganib, at takutin ang isa pang katao gamit ang modernong technolohiya, kagaya nang Internet, e-mail, Facebook, chatrooms, Blogs, Instant Messenger, cellphones, at iba pa) *CYBERBULLYING AWARENESS 14. | Do you know someone who has been cyber bullied? Yes No (A) | (check one) (B) | If you answered “Yes” to 15A: When someone you know Yes No was being cyber bullied, did you tell adults? 15. | Do your teachers, counselors, principal, or vice principal Yes No (A) | know that cyber bullying occurs at your school? (B) | If you answered “Yes” to 16A: When adults in your school Yes No hear about a cyber bullying incident, do they try to stop it? 16. | Do your parents know that cyber bullying occurs at your Yes No (A) | school? (B) | If you answered “Yes” to 17A: When your parents hear Yes No about a cyber bullying incident, do they try to stop it? 17. | If you were being cyber bullied, would you tell your parents? | Yes No 18. | If you were being cyber bullied, would you tell your Yes No teachers? 19. | If you were being cyber bullied, would you tell your friends? | Yes No 20. | What programs does your school have — (_) Anti-bullying policies to prevent cyber bullying? (check all Assemblies about bullying/cyber that apply) lying Student helpline ( Counseling (Class lessons about bullying/ cyber bullying O strict computer & cell phone rules Osupport groups (C1 don’t know any prevention programs(_) Staff takes bullying seriously (D Other, specify: Cyber bullying Among Filipino Adolescents 30 21. | What do your parents do to © They use computer software to prevent me try to protect you from cyber _ from accessing unsafe sites bullying and Internet dangers? (check all that apply) O They monitor my computer use (J) They monitor my email © They monitory my phone use (They keep the computer in (() They monitor my Facebook page (s) a family area of the house O They talk to me about online safety (CD They are not doing anything O They talk to me about cyber bullying Other, specify: 22. | Have YOU ever been embarrassed, hurt, threatened, or Yes No intimidated by someone through the use of modern (please (skip to technology (cyber bullied) in the past 30 days? answer question (napahiya, nasaktan, napanganib, natakot) questions | (33) 24-32) (Examples: My feelings were hurt because someone took me off of their Facebook “friends list”; people said mean things about me online; someone spread rumors about me online; someone online was telling me to do things I did not want to do). *Question 23-31: Think about the times when YOU WERE CYBERBULLIED... 23. | Estimate how many times YOU were cyber bullied in the past 30 days. ( (write the number of times) 24, | What technology was used when you (_} E-mail (_) Blogs(_) Facebook were cyber bullied? (check all that IM (J) Chatroom (J Twitter apply) Cell phone ©) other, specify: 25. | What technology was used THE H E-mail 4 Blogs (_) Facebook MOST when you were cyber bullied? IM Chat room () Twitter (Cell phone _(_) Other, specify: 26. | Who cyber bullied you? (check all (_) One student from my school that apply) (J) More than one student from my school (JD One student NOT from my school (©) _ I don’t know who it was ©) More than one student NOT. from my (CD Other, specify: school A_ Anadult Cyber bullying Among Filipino Adolescents 31 27. | The person or people who cyber bullied me was/were: (check all that apply) (C+ Male (C _sFemale 28. | Where were you when you REALIZED In aclassroom you were cyber bullied? H In the school library At home At school, but NOT in a classroom Other, specify: or librar 29. | How did you feel when you were cyber |(_) I felt angry bullied? (check all that apply) I felt sad CD I felt afraid Hy I felt embarrassed (J I missed school because of it CD Other, specify. 30. | How did your cyber bullying situation (DA teacher helped to stop it end? (check all that apply) A parent helped to stop it (J It still has not stopped Os friend helped to stop it (Other, specify It stopped on its own 31. | Have YOU ever purposely embarrassed, hurt, Yes No threatened, or intimidated someone using modern (please (skip to technology (cyberbullied)? answer question (pinahiya, sinaktan, pinanganib, tinakot) questions 41) 34-40) *Questions 32-38: Think about the times when YOU CYBERBULLIED 32. | What technology did | (E-mail (J Blogs (_JFacebook O you use the MOST Twitter when you (Chatroom |() IM {J Cellphone |() cyberbullied Other, someone. specify 33. | What technology did | (JE-mail COBlogs Facebook O you use THE MOST Twitter to cyber bully? (DChat room |(7) M (J Cell phone |() Other, specify Cyber bullying Among Filipino Adolescents 34 Questions: If you have any questions about this project, please contact me, Shella Witkus via email (witkus @hawaii.edu). If you have any questions about your rights, or the rights of your child as a research participant, you can contact the University of Hawai‘i, Committee on Human Studies (CHS), by phone at (808) 956-5007 or by e-mail at uhirb @hawaii.edu. If you consent for your child to participate in this project, please sign the following signature portion of this consent form and return to the teacher. Keep this for your copy. Cyber bullying Among Filipino Adolescents 35 Signature(s) for Consent for Child to Participate: I give permission for my child to participate in the research project entitled, “Cyber bullying and Sexting among Filipino Adolescents.” | understand that, in order to participate in this project, my child must agree to participate. I understand that my child can change his or her mind about participation, at any time, by notifying the principal investigator of the decision to end participation in this project. Name of Child (Print): Name of Parent/Guardian (Print): Parent/Guardian's Signature: Date: Cyber bullying Among Filipino Adolescents 36 Appendix C: Parent Consent Tagalog Format Universidad ng Hawaii Pagsang-ayon ng Magulang sa Paglahok ng Anak sa Pagsusuri (Pag-aaral Patungkol sa Makabagong Teknolohiya ng Panunukso at Paggamit ng Mahahalay na Pananalita) Ako, Shella Witkus, isang Educational Psychology graduate student ng University of the Hawaii at Manoa ay gumagawa nag isang pananaliksik upang malaman ang lawak ng Makabagong Teknolohiya ng Panunukso at Paggamit ng Mahahalay na Pananalita sa mga kabataang Filipino sa Pilipinas. Humihingi po ako n inyong pahintulutan ang inyong anak na lumahok sa pag-aaral na ito. Hihingin ko rin po ang pagsang-ayon ng inyong anak. Paglalarawan ng proyekto: Mga Gawain at Panahon na gugugulin: Kung ang iyong anak ay lalahok, siya ay tatanungin ng 38 na tanong. Ang pangalan ng mag-aaral ay hindi isasaad sa alinmang pahina ng papel na may katanungan. Ang katanungan ay tatagal ng mga 15-30 minuto. Dalawang halimbawa ng mga uri ng mga katanungan ay, “Tkaw ba ay napahiya, nasaktan, nangamb, o natakot ng isang tao sa pamamagitan ng paggamit niya ng makabagong teknolohiya (cyber bullied sa nakalipas na 30 araw?” Ano ang mga dahilan na ikababahala patungkol sa pagpapadala o pagsusulat ng mga ng mahalay mensahe o larawan/panoorin ng iyong sarili?” Benepisyo at Panganib: Naniniwala ako na walang direktang benepisyo para sa inyong anak ang paglahok sa proyektong ito. Ang mga resultra ng proyektong ito ay maaaring makatulong sa inyong anak na malaman kung ano ang pagkakaiba ng cyber panunukso at sexting. Naniniwala ako na may mga ilang mga panganib na kasangkot sa paglahok ng iyong anak sa pag-aaral. Gayunpaman, ito ay possible na ang ilang mga katanungan na maaring maging sanhi ng ilang mga kakulangan sa ginhawa (halimbawa, pagkabahala, takot, kawalan ng privacy) na batay sa mga nakaraang karanasan sa isang particular na indibidwal sa cyber panunukso at /o sexting sa kanyang mga classmates o mga kakilala. Sa kaganapan ng anumang mga posibleng balisa, ako ay magagamit sa lahat ng oras upang magbigay ng supportive pagpapayo at tulong. Mayroon akong antas ng bachelor sa larangan ng sikolohiya at pagtuturo karanasan sa mga bata sa antas na ito. Paglilihim at pagtatago: Ang pahintulot at pagsang-ayon na nilagdaan ay pananatilihing hiwalay sa mga pahina ng mga katanungan at hindi itatala ang pangalan sa alinmang pahina ng katanungan. Kapag tapos nang sagutan ang papel na may katanungan, ibibigay ng mga kalahok ang papel sa guro. Ang University of Hawaii Committee on Human Studies, komite sa proyekto at ako lang ang tanging mga tao na may daan sa impormasyon. Pagkatapos kung maipon ang mga impormasyon na kailangan ko, sisirain at pipira- pirasuhin ko ang lahat ng nasagutang papel para masiguro na walang mapagkakakilanlang impormasyon sa aking panghuling ulat. Cyber bullying Among Filipino Adolescents 39 Appendix D: Assent English Format To Examine Cyber bullying among Filipino Adolescents Hi, my name is Shella Guevara. I am doing a project for the University of Hawaii at Manoa to examine cyber bullying among Filipino adolescents. I will ask you to fill out a paper form with some questions, but you will not put your name on the form. I would like you to participate. It is OK if you do not want to participate in the study. Your parent(s) know that I am asking you to do these things and they also have to agree to let you participate. If you both agree, then you can do it. If you say “yes”, this means you will participate in the study. If you don’t want to participate in the study, you do not sign the paper. If you do not want to participate, nobody will be mad at you. If you want to be in the study now and change your mind later, itis OK. You can stop at any time by letting the teacher or person conducting the class know. I will be available at all times to provide supportive counseling and assistance. I have a bachelor’s degree in the field of psychology and have teaching experience with students your age. If you would like to participate, please print and sign your name below. If you do not want to participate, you do not need to put your name on the paper. Agreement: Yes, I have decided to participate in the study. Print name Signature of Study Participant Date Please return this page to your teacher. Cyber bullying Among Filipino Adolescents 40 Appendix E: Assent Tagalog Format Pagsusuri patungkol sa makabagong teknolohiya ng Papel ng Pagpayag Ako ay si Shella Guevara. Ito ay aking proyekto para sa Universidad ng Hawaii sa Manoa upang suriin ang makabagong teknolohiya ng panunukso sa kabataang Filipino. Hinihiling ko na sagutin ninyo ang ilang na mga katanungan sa papel, ngunit hindi ninyo ilagay ang iyong pangalan. Gusto ko kayong lumahok. Wala pong magiging problema kung ayaw ninyong lumahok sa pagsusuri. Ito po ay ipinaalam sa inyong mga magulang at sila ay sumasang- ayon na lumahok kayo sa pagsusuri. Kung ikaw at ang iyong magulang ay sumasang- ayon, pwede niyong gawin ito. Kung kayo ay sumasang-ayon, ibig sabihin ay lalahok kayo sa pag-aaral na aking gagawin. Kung hindi kayo lalahok sa pag-aaral, hindi niyo kailangang lumakda sa papel na ito. Kung hindi kayo lalahok, wala magagalit sa inyo. Kung ibig ninyong lumahok ngayon at nagbago ang isip ninyo sa darating na panahon, wala magiging problema. Pwede kayong huminto at umayaw kahit anong oras, ipaalam lamang sa inyong guro. Ako ay magagamit sa lahat ng oras upang magbigay ng supportive na pagpapayo at tulong. Mayroon akong antas ng bachelor sa larangan ng sikolohiya at may karanasan sa pagtuturo sa mga mag-aaral na iyong edad. Kung ibig ninyong lumahok, isulat ang inyong pangalan at lagda sa ibaba. Kung hindi naman kayo lalahok, hindi niyo kailangan magsulat ng pangalan at lagda sa papel. Kasunduan: OO, napag-isipan kung lumahok sa pag-aaral. Pangalan Lagda ng kalahok sa pag-aaral Petsa Ibalik ito sa iyong guro. Cyber bullying Among Filipino Adolescents 41 References Ang, R. P. & Goh, D. H. (2010). Cyber bullying Among Adolescents: The Role of Affective and Cognitive Empathy, and Gender. Child Psychiatry Human Development, 41, 87-397. Aricak, T., Siyahhan, S., Uzunhasanoglu, A., & Saribeyoglu, S., et. al. (2008) Cyberbullying among Turkish Adolescents. CyberPsychology & Behavior, 11(3), 253-261. Beatbullying.org. (2009). Truth of sexting amongst UK teens. 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