BEHS ANNO BIB

CREATING SPACE FOR CONNECTION: CREATIVITY IN THE CLASSROOM

This column is designed to underscore relationally-based creative teaching practices used by counselor educators in the classroom. Our intention is to provide examples of novel, innovative ways for counselor educators and students to deepen their learning while collaborating toward a spirit of connection and cooperation. If you have implemented a creative teaching method, or if you have adapted an existing method that you would like to share with readers, please follow submission guidelines in the author information packet available at http://www.creativecounselor.org/Journal.html.

Instigators of Cyber-Bullying: A New Strategy for New Players Janet Hicksa, Brian Le Clairb, Macy Waltzb, Michelle Corvettea, and Steve Berryc

aBelmont University, Nashville, TN, USA; bTexas Tech University, Lubbock, TX, USA; cTroy University, Troy, AL, USA

ABSTRACT Cyber-bullying rates are rising around the world due to the rapid growth of technology. Victims, bullies, by-standers, and instigators of cyber- bullying utilize numerous platforms such as Snapchat, Instagram, Twitter, and Burnbook, and face numerous consequences due to bullying beha- viors occurring on these sites. These consequences range from depres- sion, anxiety, guilt, and fear to lowered academic achievement and even suicide. Instigators are often over-looked when bullying prevention and intervention programs are developed. In response, the authors of this articledetaila programtargeted toward the elimination ofnegative cyber- bullying instigator behaviors. The authors describe an approach that combines empathy training, solution-focused complimenting, and art/ journaling with no-bullying contracts. Specific details are described so educators can implement the intervention.

KEYWORDS Cyber-bullying; instigators; burnbook; solution-focused empathy training; creativity in counseling

The Cyber-bullying Research Center (2016) surveyed a nationally-representative sample of twelve to seventeen-year-olds over a three-month period and found that 96.5 percent of 1,500 participants used a cell phone weekly. The middle and high schoolers used this device to participate in various activities such as apps, texting, taking pictures, online games, Instagram, Snapchat, Twitter, email, and other technological mediums. While some users exhibited healthy behaviors when operating this technology, approximately 15% acted out aggressively and repeatedly toward innocent individuals (Hinduja & Patchin, 2015a).

This aggressive behavior, known as cyber-bullying, is often analyzed solely from the frame- work of “bully and victim” (Hicks, Le Clair, & Berry, 2016). However, the inclusion of the cyber sphere seems to make this “bully and victim” model outmoded and outdated. Indeed, what is often overlooked by parents and researchers is the role of the instigator and how these instigators assist in the final incident by prodding and egging on the actual bully. Instigators contribute

CONTACT Janet Hicks janet.hicks@belmont.edu Professor and Director of Mental Health Counseling, Belmont University, 1900 Belmont Blvd., Nashville, TN 37212 Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/wcmh.

JOURNAL OF CREATIVITY IN MENTAL HEALTH 2019, VOL. 14, NO. 2, 217–228 https://doi.org/10.1080/15401383.2018.1564410

© 2019 Taylor & Francis

escalating comments that indirectly demean the victim, energize the bully, disinhibit the bully’s behavior, and ultimately stoke the aggressive instincts that result in an aggressive act. Powell and Ladd (2010) make reference to “indirect” bullying and describe it in terms of social isolation, exclusion and relational aggression (p. 210). However, the authors of this article look at indirect cyber-bullying beyond the typical roles of bully and victim and argue to include recognition of the instigator in the bullying scenario.

Instigation cannot be fully understood however unless it is viewed as a component of the bullying system which is comprised of several unique roles. For this reason, a description of several common roles (e.g., victim, bystander, and perpetrator) precedes the details and discus- sion of this newly considered phenomenon, instigation.

The victim role

Cyber-bullies target approximately 15% of youth (Hicks, Jennings, Jennings, Berry, & Green, 2018). Victims are typically viewed as being different from others and may have low social standing (Education Development Center, 2013). For example, they may be disabled, homo- sexual, have abnormal body weight, be considered weak, may not conform to common fashion styles, may have mental health issues, and often suffer peer rejection, loneliness, and withdrawal (Hicks et al., 2018; Swearer & Hymel, 2015). These issues make them easy targets for instigators and bullies.

The bystander role

Everyone who witnesses bullying or is aware of its presence is a bystander. Bystanders often passively observe bullying and instigating behaviors, but unlike instigators or bullies, bystan- ders do not get involved in aggressive acts. Bystanders experience consequences such as guilt, anger, and sadness in response to observed bullying behaviors but do not assist victims for fear of retaliation (Harris & Petrie, 2003). Swearer and Hymel (2015) state that bystanders who defend victims possess greater levels of empathy, social confidence and are angered by the cruel behaviors of others. Absence of empathy may, therefore, be an important factor when comparing bystanders with instigators. For this reason, we recommend that empathy training is included in programs that target curbing instigating behaviors.

The perpetrator role

Perpetrators, also known as bullies, are those who repeatedly taunt, tease, or harass others. They are diverse in that they may be popular, lack popularity, suffer from low self-esteem, or feel grandiose (Harris & Petrie, 2003). Bullies do have several traits in common, however. They feel a need to control others, are overly concerned with popularity, may have experienced bullying themselves, and/or may have a parent or guardian who models bullying behaviors (Hicks et al., 2018). Bullies may be fueled by instigators whose com- ments intentionally pair a victim’s weakness with a bully’s aggressive impulses.

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The instigator role

Although instigators do not participate directly as bullies, they perpetuate bullying by setting the stage for aggressive acts to occur. An instigator adds to the feeling of having an audience and ultimately helps the bully break down any personal restriction or inter- nalized inhibition that has held him or her back from acting out their aggressive impulses. Instigators are most often found online, particularly on social networking platforms such as Facebook, Twitter, Snapchat, Instagram, and the new app, Burnbook. On these plat- forms, instigators directly feed energy to the bully by communicating rumors, gossip or hearsay, or by adding their own subjectivity. For example, gossip and aggression are fueled through comments like, “I heard she’s been trying to get with your guy” or by directly prodding the bully to action, “I’d just jump her now and teach her a lesson if I were you,” or by direct inflation of the bully’s ego, “You can take him, he’s weak.” Figure 1 is an example of instigation of a bully prior to the bully’s acting out.

Description of instigation platforms and related behaviors

Several platforms are used to participate in cyber-bullying instigation. For example, Snapchat allows a user to capture a video and/or photo or comment that will self-destruct after ten seconds. Certain functions of Snapchat allow items to be saved in “story” but even these disappear after only 24 hours. Comparatively speaking, Snapchat creates a prime terrain for bullies because the evidence has a relatively short shelf-life but remains cyber constant enough for instigation and bullying to occur. Instagram is used for sharing photos and videos, usually taken from a smartphone. The pictures and videos will be accessible until the user deletes them. Twitter is used for sending written messages and can be accompanied by subtweets or instigating responses to the main tweets written in the shadowy “sidelines” of the overall text stream (Hicks et al., 2016). It is common for several tweeters or posters to play the role of instigator, although a single person instigation could play the role of instigator.

One of the more recent platforms is a free app called Burnbook. Burnbook advertises that users can “anonymously review someone without fear of retaliation” (Iron Triangle, 2017, np). Instigators anonymously create Burnbook pages for victims, thus, allowing others to anon- ymously rate and send anonymous messages to and about the victim. Actions taken on a post may include voting on the posts, commenting anonymously, or taking screenshots and forwarding messages. Since Burnbook lists users by school, postings are easily shared within institutions and nationwide in a matter of seconds (Ochs, 2015). In this case, it seems the app and its creators may serve as instigators of cyber-bullying. When dealing with individual student instigators, identifying, isolating, and educating the instigators might prove to be a valid deterrent against instigating behaviors and might be enough to quell an incident before it happens. When platforms themselves serve as instigators, legal issues become evident as discussed later in this article.

Consequences

By creating climates conducive to bullying and victimization, instigators share much of the blame for consequences of bullying. This is true even when the bullying occurs in the cyber world and the communicants are not in physical proximity. According to Hicks, Skoog, and

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Figure 1. Example of Cyber-bullying Instigation.

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Crews (2015), the health issues from adolescents who have experienced cyber-bullying can range from “negative school behaviors to somatic, substance abuse, and mental health issues” (p. 2). Unresolved psychological suffering triggered by aggressive cyber messages can even lead to self- injurious behavior and potentially suicide, especially if the victim has preexisting comorbidities (Klomek, Sourander, & Gould, 2011).

Instigators and bullies also face negative consequences in response to bullying behaviors. Bullies and instigators face increased anxiety, depression, lack of self-esteem and respect, guilt, shame, and possible legal implications (Swearer, 2010; U.S. Dept. of Health and Human Services, 2017; Victoria State Government, 2017). Instigators and bystanders face loss of positive culture and outlook, feelings of helplessness, fear of being the next victim, and lessened ability to form

Figure 1. (Continued).

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positive relationships (Hicks et al., 2016; U.S. Dept. of Health and Human Services, 2017). Educators might focus on instigator treatment strategies as part of bullying prevention programs in order to decrease these negative consequences for instigators, victims, and bullies.

Schools also face a myriad of consequences related to cyber-bullying. As evidenced by students’ fear or dislike of school, demonstrations of disrespect and/or learning problems, and feelings of lack of support from educators, bullying greatly impacts the school’s climate (Victoria State Government, 2017). Despite the harm schools experience due to the phenom- ena of cyber-bullying, school authorities must question whether cyber-bullying is legally recognized as bullying since it originates from an off-campus source (Hinduja & Patchin, 2015; Lobdell, 2013). These legal issues complicate the school’s ability to intercede when students are being victimized online and may leave parents frustrated and with few options.

Legal issues

Parents seeking legal recourse following incidents of cyber-bullying and instigation might experience disappointment. Currently, there is no federal law making cyber-bullying or instigation illegal (Donegan, 2012; Hinduja & Patchin, 2015). Most federal and state laws do reflect overlapping policy, but these policies are heavily linked to civil rights legislation and anti-discrimination laws (Donegan, 2012; Hinduja & Patchin, 2015; McCallion & Feder, 2013). Parents pursuing legislative support might find themselves confused and mired down in an endless whirlwind of policy statements and statutes that speak to political and civil rights ideology more than to correcting bad behavior. Further, the First Amendment of Free Speech and the Fourteenth Amendment of Due Process are often touted when laws to suppress cyber-bullying are discussed (McCallion & Feder, 2013).

Tort laws do exist to help people recover damages from extreme physical or emotional suffering, but in regard to cyber-bullying instigation, torts would offer a reaction and not a preemptive pro-active intervention. While most educators and lawmakers would agree that cyber-bullying creates an unsafe social and learning environment, no federal statutes or laws exist that prohibit disparaging activities such as the Burnbook (Donegan, 2012; Hinduja & Patchin, 2015; McCallion & Feder, 2013). This might be because not all instigation is triggered by universally-shared stimuli or by qualities unique to subpopula- tions. For example, individual states have different policies regarding bullying and school districts have specific education codes (Donegan, 2012; Hinduja & Patchin, 2015). Stakeholders might have to conclude that it may not be possible to legislate or regulate all current or potential forms of cyber-bullying or instigation.

The future may open the door to whether websites or apps could be held accountable as third-party instigators. Indeed, the Burnbook app is particularly controversial. The app is the online version of the book mentioned in the 2004 film Mean Girls where a few characters keep a book filled with caustic, burning comments about their fellow class- mates. The contents of the book are later released and chaos ensues (Messick & Waters, 2004). In the movie, as well as on the app, readers of the digital Burnbook can make anonymous, hurtful remarks about any person listed.

From a parental perspective, it might help to be aware of certain apps such as Burnbook that can be used to deliver negative, hurtful, and cutting remarks towards other kids and where instigators can play a pivotal role in the actual escalation of

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bullying behavior. Some posts have even gone as far as to issue death threats on school campuses, leading to school safety concerns and school closures (Graber, 2015; Turner, 2015). For this reason, effective strategies are needed to work with youth, thus, improving school climate and reducing consequences related to cyber-bullying in schools. Since instigators often start incidents and have typically been overlooked in prevention programs, the following intervention focuses on helping this group change the way they behave and view others.

The intervention

Rationale for solution-focused empathy training

The strategies that follow are intended for youth in grades four through seven and might be employed as part of counselor classroom guidance lessons. Because empathy may be a distinguishing factor between bystanders who defend victims and instigators who choose to taunt bullies and victims, empathy training is a crucial factor in this intervention. In order to teach empathy to students, the program that follows incorporates empathy training by having students personally identify with characters in stories, notice positive qualities of others (via solution-focused complimenting), and use art and journaling to help the students express their feelings. Each component is briefly discussed below.

Krznaric (2012) states that empathetic persons notice others, expand their worldview and learn to place themselves in others’ shoes. Therefore, students are asked to empathize with characters in a story and to notice and comment on positive qualities seen in characters who might be potential bullying victims. These actions are intended to instill empathy in the instigators for those who are different, even bullying victims who typically demonstrate traits outside social norms (Hicks et al., 2018).

Krznaric (2012) states that empathy can only be fully experienced in sync with social activism. He further contends that empathy requires the expression and processing of feelings. Art and journaling are conducive to reflective processing of feelings and allow youth a medium in which to share ideas aimed toward cultural change (Mehlomakulu, 2017; Utley & Garza, 2011). This is especially important for instigators who typically express themselves covertly.

The following section discusses the intervention and each of its components in greater detail. Overall, the program exposes students to victims’ perceptions, uses art and journal- ing to help with thought processing, and trains youth to notice positive qualities via solution-focused complimenting. Once students understand the feelings evoked by their actions, they begin to feel empathy and may change roles (i.e., from instigator to bystander). These newly created positive bystanders then apply unique ideas for advocacy and sign contracts indicating they will not participate in either bullying or instigating behaviors. Specific intervention goals and strategies follow.

Program goals The intervention intends to:

(1) Teach empathy through personal identification with story characters. (2) Allow youth to process feelings through art and journaling. (3) Train students to use specific statements to assist victims in lieu of instigating.

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(4) Create systemic efforts for reducing cyber-bullying and instigation through no- bullying contracts.

Assumptions (1) Students are receptive to the use of art and journaling as alternate forms of

expression. (2) Teachers are willing to integrate guidance lessons into existing reading curriculum.

Empathy Instigators display a lack of concern for others by spreading rumors, taunting both bullies and victims, and may even feel a sense of power and recognition in response to their negative acts (Hicks & Crews, 2015). Strategies that address these issues might be most appropriate if they teach the ability to identify with others’ feelings (Froeschle, 2006; Hicks et al., 2016). This identification requires training youth to empathize with the plights of current and potential victims. When youth view the world through the eyes of another, they are less apt to incite harm (Bjorkqvist, Osterman, & Kaukiainen, 2000). This program teaches instigators to understand another character’s worldview via books, art, and role play, thus, training them to see incidents from the perspective of the person harmed.

Solution-focused brief therapy De Shazer’s (1988) Solution-Focused Brief Therapy (SFBT) elicits feelings of strength, success, and empowerment. Techniques in the theory have been regarded as effective in reducing negative behaviors such as substance use, cyber-bullying, bullying, fire-setting, and internet addiction (Crews, Froeschle, & Li, 2012; Froeschle, 2006; Froeschle, Crews, & Li, 2011; Froeschle, Mayorga, Castillo, & Hargrave, 2008; Hicks, 2015; Hicks et al., 2015, 2016). Complimenting, a technique used within SFBT theory, requires finding and bolstering a person’s unique character strengths (De Jong & Berg, 2002) and has been suggested as an appropriate technique for improving perceptions (Crews et al., 2012). Consequently, this program infuses the solution-focused technique of complimenting with bibliotherapy (e.g., therapy that utilizes character identification within books), art (e.g., drawing an emotional catharsis through artistic creation), and role plays that entail placing oneself in another’s shoes.

Art and journaling Art has been identified as an important contributor that helps students overcome issues related to cyber-bullying (Hicks et al., 2016). Further, art helps youth process feelings when words are inadequate or when shame or guilt impede verbal processing (Tartakovsky, 2016). In short, art helps youth understand and regulate their emotions through a safe medium (Davis, 2014). Consequently, art is an important component because it allows students to process feelings of empathy without risking judgment from other students. Private journaling further aids in this catharsis by allowing students an additional processing medium (e.g., freedom to write thoughts without fear of disclosure).

Krznaric (2012) states that empathy is only fully instilled when it is imbedded with advocacy. He further contends that empathy requires both listening and expression of feelings. If youth are to thoroughly own and process this empathy, then, they need an

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outlet to process feelings and suggest strategies for social change. Art and journaling are appropriate outlets for expressing feelings and ideas that might otherwise remain unex- plainable (Mehlomakulu, 2017; Utley & Garza, 2011). This processing and safe self- expression allows students an opportunity to change harmful thoughts of instigation into positive advocacy actions and to shed the role of instigator and adopt the new role of positive bystander.

Intervention description

This intervention combines empathy training, bibliotherapy, solution-focused techniques, and art/journaling into a program designed to reduce cyber-bullying instigation. A typical classroom session follows to aid readers so they might implement the strategy.

First, teachers or counselors select books containing appropriate plots where one character is mistreating several others. Next, students create plays from the original story with speaking parts where they can role-play various characters. When acting out parts, students play the role of victim and the teacher/counselor plays the role of bully. The script is read several times with each student acting out several victim roles. After acting out the scenario from the viewpoint of several victims, students are asked to draw pictures depicting their own feelings as well as the potential feelings of the victim(s). Once pictures are complete, students view their own artwork and journal about the feelings depicted in their art. Art is not discussed aloud or shared in class and journal entries are not viewed by teachers. Thus, students have the freedom to express inner emotions without fear of retribution or judgment.

After students complete art and journal entries, teachers or counselors can facilitate a discussion aimed at further curbing cyber-bullying, while also teaching appropriate youth roles in preventing negative behaviors. Questions that might be discussed include, “How does it feel to be a victim? Would you like to be a victim? Is it right to victimize others? How can you be helpful to victims of cyber-bullying?” Empathizing with victims and focusing on positive rather than negative qualities in others may result.

Once students recognize the importance of empathy and strength recognition, students are taught specific statements they might use to reinforce these facets. These empathic and complimenting statements might consist of sentence frames such as, “You feel (add specific feeling here) because (add reason here), but you are really (add strength here) as evidenced by (add example of strength here).” The resulting statement might look something like, “You feel sad because that person said something cruel about your hair, but it doesn’t matter because you are very smart as evidenced by your grades in history class.” Students practice statements that might be said to victims in the aforementioned books/scripts.

The final piece of the intervention entails a commitment to practicing positive behaviors. The American Psychological Association (2017) states that no-bullying contracts signed by students and parents convey positive expectations for student conduct both on and offline. For this reason, this protocol suggests asking for a no- bullying commitment from all stakeholders via signed contracts by students, parents, and teachers. This program offers a unique approach to reducing instigator behaviors and replacing them with empathy and victim support.

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Summary and conclusion

Cyber-bullying continues to be a growing concern in the United States among adolescents (Cyberbullying Research Center, 2016; Rice et al., 2015; Slovak & Singer, 2011). The percentage of those affected has only increased over the last decade in the United States (Cyberbullying Research Center, 2016; Patchin & Hinduja, 2006). One overlooked contributor to cyber-bullying are instigators who enable bullies through social media platforms such as Snapchat, Instagram, Burnbook, Twitter, and other sites. Schools can make a difference in these behaviors by imple- menting a program combining empathy training, solution-focused complimenting, art/journals, and no-bullying contracts. The result is an improved school climate with fewer students with bullying-related mental health and academic issues.

Disclosure statement

No potential conflict of interest was reported by the authors.

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