Computer Mediated and Initiated Bullying Intervention - Report

8/7/2019 Computer Mediated and Initiated Bullying Intervention - Report

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Indiana University

I541 –

Human Computer

Interaction I

Final ReporteBully – Computer Initiated and Mediated Interventions

Team 4: Eric Cox, Steven Entezari, Andre Franklin



Team 4: I541 Final Report

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Contents

I. Problem Space and Requirements Gathering ................................................................ 2

A. Purpose ................................................................................................................................. 2

B. Goals ....................................................................................................................................... 3

C. Problem Space .................................................................................................................... 4 D. Target Audience ................................................................................................................. 5

II. Design and Conceptualization ........................................................................................... 10

E. Conceptual Model ........................................................................................................... 10

F. Requirements................................................................................................................... 11

System Requirements........................................................................................................... 12

Functional Requirements ................................................................................................... 12

User Requirements ................................................................................................................ 13

G. Scenarios ............................................................................................................................ 14

Prototype Design and Development .............................................................................. 15

Paper Prototype ...................................................................................................................... 15

Cognitive Walkthrough ........................................................................................................ 17

High Fidelity (Dynamic) Prototype ................................................................................. 19

III. Validation .................................................................................................................................. 19

H. Usability Study Findings .............................................................................................. 19

I. Post-Task Questionnaire ............................................................................................. 20

J. Summary of Product Assessment ............................................................................ 20

K. Recommendations for Future Development ....................................................... 21

IV. Works Cited .............................................................................................................................. 22

V. Appendix ................................................................................................................................... 23

L. A1. eBully Scenario-Based Task................................................................................ 23

M. A2. Scenario Task Results ........................................................................................... 24

N. A3. Survey.......................................................................................................................... 26




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Problem Space and Requirements Gathering

Purpose

The purpose of eBully is to provide help to those who may be victims of cyber-

bullying on social media sites such as Facebook, Twitter, Myspace, and other online

social networking sites. In an attempt to pair two people who otherwise would not have

been connected (e-volunteer and cyberbullied victim), the site will generate a feed via

social networking messages that have content the system deems as “bullying”. This feed

is generated by APIs (Application Programming Interfaces) for the different social

networking sites.

The intervener can then send resources and support to the bullied victim by

sending a message, specific to the victim’s situation. If the message displayed does not

relate to bullying (“I hate you rain! I just want to run outside” as opposed to “I hate you

John Smith!”), the e-volunteer has the opportunity to categorize the message and types

of messages like those to be ignored by indicating it is ‘Not-Bullying’. The system will

grow more intelligent as more volunteers mark messages according to their

corresponding categories (Bullying/Not-Bullying).

A secondary purpose eBully is to provide information and resources to people

who want it. As communication is moved more and more towards the cyber domain,

chances of bullying increase significantly, creating a higher desire to find out about it

and how to eliminate it. Many episodes of cyber-bullying may not only occur on public

sites (like Facebook walls and Twitter posts) but in private messages (like emails, text

messages, or private messages within the social networking sites) as well. eBully will

allow for victims to both enhance their autonomy of the situation by finding the




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resources themselves as well as contacting an eVolunteer; allowing the victim to initiate

the communication.

Goals

eBully will allow the user the ability to successfully conduct an intervention with

a potential cyberbullying victim as well as categorize potential bullying messages as

either “bullying” or “not bullying”. This categorization will create a more intelligent

system and thus, continuously improve in displaying relevant messages to the

eVolunteer. The product should also give the user a feeling of service and contribution

to a greater good.

Usability Description

Effectiveness eBully should learn from the responses of the

volunteers with regards to whether a message’s

content is “bullying” or “not bullying”; then

automatically pull relevant messages into the

eVolunteer’s feed. Also, with regards to the

volunteer, the system will provide a sense of

social support to those who may not have

received any with regards to the bullyingcomment made.

Efficiency The items presented by eBully are in real time

and updated as the user loads the page. The

eVolunteer is notified of any changes with every

action taken.

Learnability eBully will be intuitive in navigation and easily

understandable by the semiotics displayed.

While eVolunteers will be trained on the

semantics of the site, eBully should be easily

understood by a novice.

Safety The anonymity of the user as well as the bulliedvictim will not only contribute to psychological

safety, but also a richer and more likely

communication dialogue. There will be no

chance of the bully finding out about the

intervention.

Utility The design of eBully will be intuitive in its usage

and function. Similarities will be drawn from

well-known social networking sites.






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This dialogue can be seen as initiated by the intervener (eVoluteer) based on

action. However, this action is sparked by the notice of a bullying message on the

system. The dialogue that could possibly ensue is transferred via the social networking

messaging system (Facebook or Twitter). The intervener will send a message to the bully

victim, on which, a link will be presented to allow the user to return dialogue. This link

will direct the user to a page allowing them to type a response back to the original

intervener. This is done to ensure we record what messages are going in and out of the

system. If the victim feels discomfort with responding to the eVolunteer, the resources

included in the initial contact should be of enough saliency and relevance to allow the

victim to potentially get help.

A secondary purpose of our site is to provide information and resources to our

target audience. Research, references to external resources and opportunities to

become volunteers are provided to the target audience. An initial search of the field

resulted in no findings of a product that currently utilizes data mining techniques from

sites such as Facebook or Twitter to identify and help those who may be at risk of

cyberbullying by their peers.

Target Audience

We used multiple outlets to elicit responses for our questionnaire from direct

interviews to online surveys. Below you will find the response from our questionnaires

based on our participants. During our research period we elicited twenty-nine

responses from participants ranging in age, sex, and bullying experience.




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Of our twenty-nine participants, eleven

were in the range of eighteen to twenty-four.

This is the prime user age for social media sites

like Facebook and Twitter. Our second largest

age range was the twenty-five to twenty-nine

with eight participants. This age group would

have been in college when sites like Facebook were being developed and released for

the first time.

Five of our participants were between the ages of forty and forty-nine. Four

were between thirty and thirty-nine while only one was between thirteen and

seventeen. While our survey did accurately poll the major users of social media sites,

the focus of eBully and cyberbullying in general tends to be on the younger age range.

This survey could be enhanced by targeting the thirteen

to seventeen age range more.

Of the twenty-nine participants, a majority, at

twenty-two, were female, while seven were male.

Because the survey itself was self-selective, the

participants chose to take part in it voluntarily and based upon any criteria they may

deem fitting. The survey was presented as an opportunity to provide insight and

assistance to researchers developing a cyber-bullying resource for social networking

sites. From these findings, we can note that a majority of the people interested in the

goals of the survey (providing assistance to stop cyber-bullying) were females. The

implications of this may be that women feel more of a need (at least the ones who were

Figure 1 - Age of Survey Participants

Figure 2 - Gender of Survey Participants




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introduced to the opportunity for this survey) to help bullied victims. This assumption is

based upon responses given to the survey. Whether this is actually the case or not can

be the subject for other research. However, in this study, it is to be noted the three-

quarters response by women.

A majority of the survey respondents

were full time employees and students. It is

important to note that bullying can occur in

many different domains. While bullying can

occur at the workplace (Einarsen, 1999), or at home by siblings, the focus here is on the

eradication of bullying effects on people, following them from school and work into the

home. Due to the nature of the cyber-domain, bullying that was once prevalent during

the eight to three or nine to five school/work day, now follows students and coworkers

home.

One of the goals of this application is to

identify individuals who do not have a strong social

support system to assist them with their bullying. Our

research indicated that almost three-quarters (twenty

out of twenty-nine) of our respondents were single. Seven were married and one was

divorced.

Figure 3 - Occupational Status of Survey

Participants

Figure 4 - Marital Status of Survey Participant




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Research has shown that

there is a direct correlation with

bullying at home and bullying at

school (Espelage & Swearer, 2003).

Sibling bulling tends to manifest into

victimization in school and other related activities. Based on our survey, twenty

participants had siblings younger than them and fifteen had siblings who were e older.

While impossible to tell the number of participants who had both older and younger

siblings, it is evident that, at the least, a majority of our participants had siblings while

growing up. As you can see from the chart, the distribution between older and younger

siblings is approximately equivalent.

By definition, extroverts extract their energy

from the outside. It has been shown that extroverts

will provide more active and overt help to peers

than introverts (Suda & Fouts, 1980). Suda and

Fouts explain this phenomenon in the context of

emergency situations with same-sex confederate peers. The bullying situation can be

seen as a crisis needing active action and support. Our study found that 59% of our

respondents were extroverted.

We also found that 69% of our respondents said that they act in different

manners towards different people. This indicates an acknowledgement of the ability to

entail a sense of empathy towards a victim. 100% percent of our participants indicated

that they could absolutely find themselves sympathizing with an individual who was

0

10

20

30

0 1 2 3 4 5

R e s p o n s e s

Number of Siblings (Older/Younger)

Siblings

Older Siblings

Younger

Siblings

Figure 5 - Introversion/Extroversion

of Survey Participants




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being bullied. With relation to this, all but one individual indicated that they typically

stand up for what they believe in the face of adversity. When questioned about whether

they themselves have ever bullied anyone, 48% responded yes. Twenty-eight out of the

twenty-nine participants indicated that they have known someone who was bullied at

some point in their lives.

Parents are at the front lines of school bullying.

They are the ones who hear, first hand from their

children, the stories of the bullying experiences. Of our

twenty-nine respondents, 69% were parents. When all

participants were asked if, regardless of being a parent,

to project whether their child would be a bully or a victim, 76% indicated that their

children would be a victim. This indicates to us that the role of the victim in modern

society is viewed as the majority as opposed to the bully. More people think victims are

more prevalent than bullies in everyday life.

eBully is a service that will maintain

communications along two mediums; the eBully

site and the social media dependent messaging

service. Because of this, the users must be

proficient with social media. Based on our survey,

100% of our participants were familiar with Facebook, 38% were familiar with Twitter.

59% of our participants were familiar with MySpace while 10% cited familiarity with

another site, not listed.

Figure 6 - Victim/Bully Projectionof Survey Participants

Figure 7 - Social Networking Familiarity of Survey Participants




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Design and Conceptualization

Conceptual Model

The product revolves around the general idea of bringing two entities, which

otherwise would likely not have interacted, into an interaction to solve a problem. The

problem in this case is cyber-bullying and the two entities are the victim of the cyber-

bullying and the resources they may need to get help and rid cyber-bullying from their

lives.

In the illustration above, the e-Volunteer interacts with the Cyber Bullying

Resource Service to identify victims of Cyber Bullying on social media sites such as

Facebook or Twitter. Upon identification of a victim, the e-Volunteer is then given the

option to a) deem the interaction between bully and bullied as a “non-bullying

message” (essentially a false positive) or b) take action on the interaction by intervening

with a meaningful message and directions to resources for the particular situation.

This message is delivered to the victim in the form of a personal message to the

social-media site. This message can only be seen by the victim. The e-Volunteer then

Victim of

Cyber

Bullying

e-Volunteer

Cyber

BullyingResource

Product

Social

Media




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continues the process with another identified victim of cyber bullying. The system will

may set a certain number of “cases” possible for the e -volunteer to open. After a

designated time (for instance, a week) of inactivity on the thread, the case is “closed”

and the user can take more cases.

If or when the victim decides to address the message, they can either follow the

links and passively act on the message from the e-volunteer or reply via a link in the

message itself. This link navigates the user to a page within the system that contains a

thread of their conversation with the e-volunteer who initiated the message.

Volunteers themselves have the opportunity to communicate with other

volunteers to discuss specific aspects of a session. If a volunteer has questions for the

volunteer community with regards to a specific case, the volunteer can ask it on the

“wall”. Once a volunteer responds to a question, others can ‘chime’ into the

conversation if they have additional items to add.

Victims who are not contacted by the system can also attain resources located

on the Cyber Bullying Resource Service itself.

Requirements

Facebook operates as a social networking website. Users create accounts that

allow them to authenticate and provide status updates, pictures, blogs, and personal

information to be viewed by the general public or only by friends the user has

granted access. Facebook and other social networking websites operate as social

outlets for users to communicate with friends, declare their fanaticism for a specific

celebrity, sports team, and various forms of entertainment or other groups that have

accounts on the website.




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System Requirements

1. The system will access only the public information provided by users of

social media websites i.e. Facebook, MySpace, and LinkedIn etc.

2. The system will read news feeds by using designated criteria utilizing the API

for each social media site.

3. The system will manage a record of “anti-bullying” resources.

4. The system will store intervention template messages.

5. The system will intelligently analyze publically posted content and identify

instances of cyber-bullying

6. The system will password protect the area e-Volunteers communicate with

the victims

7. The system will store and deliver messages to and from the victim and e-

volunteer

8. The system will have a server capable of storing, sorting, and searching

through a plethora of data

Functional Requirements

1. The system will queue public messages that match the bullying criteria for

further action by volunteers who monitor the queues.

2. The system will allow any template to be modified by volunteers to fit the

needs of victims.

3. The system will allow volunteers to submit messages to the victims of

bullying.




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4. The system will provide chat room opportunities for victims to communicate

with interventionist or the volunteer.

5. The system will allow volunteers the opportunity to contact “Authorities” for

any specific instance they deem appropriate.

6. The system will require volunteers to notify “Authorities” when bullying

messages exceed a certain threshold and prevent certain instances of bullying to go

un-reported to the “Authorities”.

User Requirements

1. The victim will receive a message from the system containing information

and links about “anti-bullying” strategies and support resources.

2. The victim will be provided an opportunity to speak with someone regarding

their situation while they are logged into their current session.

3. The “Authorities” will receive a message from the system in instances where

bullying has to be reported by law.

4. The e-Volunteer will be certified by training as a cyber-bullying

interventionist

5. The e-Volunteer and victim must be able to read on a computer monitor

6. The e-Volunteer and victim must be comfortable with using a computer

7. The e-Volunteer and victim must have a history of working with email or at

least understand the construct of asynchronous conversations.

8. The victims must have a Facebook or Twitter account in order to be

identified






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Prototype Design and Development

Paper Prototype

Our paper prototype was conducted using a Visio; A diagramming

application designed by Microsoft. Our prototype drew attention to the main

areas of eBully so we could get a visual grasp of the abstract elements early on in

the session. Our paper prototype entailed many of the same functions as our

final, high fidelity prototype. The main pages that were focused on were the

Dashboard, the Intervention Review, and the actual Intervention page; all three

of which are displayed below.

The paper prototype was designed using sketches (which can be found in

the appendix) that each of the investigators designed. We created these sketches

without input from one another. We find that during the phase of development,

it is important to visualize our thoughts, so that each of us can see the abstract

ideas we have been discussing thus far. Upon completing the sketches, the

investigators compare them to one another and pull the most salient aspects of

each. Using these, we have designed the prototype you see below.

Figure 8 - Paper Prototype Dashboard View (Main Page)




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Figure 9 - Paper Prototype Intervention Review Page

Figure 10 - Paper Prototype Intervention Message Page




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Cognitive Walkthrough

Our cognitive walkthrough identified issues and points of interest

within a scenario that stepped through multiple aspects of our site.

Scenario at Hand: Elementary school age child in fear

Taylor is a 10-year old child living in Orange Park, FL. He’s always

been a somewhat shy person, but even more so now that his parents split up

about a year ago. He’s your average income child going to an average school.

He doesn’t have a lot of friends and the kids he hangs out with aren’t part of

any cliques. Taylor is somewhat used to the teasing, bumping into, and

knocking books out of his hand that goes on in the hallways; usually

stemming from the jocks that play on the school football or basketball teams.

Task #1: Find the bullying thread in the queue for Taylor’s Facebook

account. Look into the history of the comments by reviewing the

conversation in the threads. Send a message to Taylor’s account. Get a

response from Taylor. Contact Taylor’s parent(s) to inform them of the

bullying. Close the thread.

Results:

Q: Will the user be able to view threads of possible bullying cases?

A: Yes, I can scroll through threads of all types and from multiple

sites.




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Q: Will the user be able to select a specific thread to view more

detailed info?

A: Yes, the thread can be selected and chosen to review at the bottom

of the main page.

Q: Will the user be able to send a message to the subject being bullied

if it is deemed to be bullying?

A: Yes, there is an option to Intervene and send a message to the

subject being bullied.

Q: Will the bullied subject be able to respond to the user’s message?

A: Yes, the subject can respond based on the info he/she is provided

from the eVolunteer. However, unable to determine how the message is

handled by the system. The paper sketches do not portray that screen.

Q: Will the user be able to escalate the thread and contact a parent or

authority?

A: This is not addressed in the paper prototype.




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Findings and Recommendations:

Incorporate ability to escalate an intervention to contact

authorities/parents.

Complete the interface for contacting eBully directly.

Make reviewing more detailed information about threads more

obvious.

High Fidelity (Dynamic) Prototype

Our High Fidelity Prototype was designed using Photoshop and a screen

mapping software to generate links. The main areas of the pages were derived

from our low fidelity prototype and branched into the main areas of use by the

user.

While every page has not been designed, as it would be for end use, the most

salient and applicable aspects to the scenarios, have been. All of the scenarios

listed in a section previous to this, can be completed successfully with the

portions of the dynamic prototype that has been completed. We focused on

designing something that is aesthetically pleasing and psychologically

understandable, learnable, and non-cognitively tolling.

http://134.68.138.37/i543

Validation

Usability Study Findings

Task 1: Task 2

Completed by: 3.5 testers Completed by: 5 Testers

Avg. steps: 1.5 Avg. steps: 3

Avg. Time in Secs: 32 Avg. Time in Secs: 64

http://134.68.138.37/i543

http://134.68.138.37/i543

http://134.68.138.37/i543




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Task 3: Task 4:

Completed by: 5 testers Completed by: 5 Testers

Avg. steps: 3 Avg. steps: 2

Avg. Time in Secs: 48 Avg. Time in Secs: 28

Task 5:

Completed by: 5 testersAvg. steps: 3

Avg. Time in Secs: 32

Post-Task Questionnaire

(See scenario questionnaire and results in Appendix)

Summary of Product Assessment

Based on overall user feedback our site was rated as 2.3 or easy to use.

While we were pleased with these ratings the overall user experience did point

to the following problem areas with our application (see also Figure 11):

A major source of usability problems came from the Intervention scenarios

The home page and dashboard areas were a close second in usability issues

most dealing with labeling

The overall system suffered from limited feedback throughout the

experience diminishing user confidence in successful completion of task.

Figure 11 - User Experience Issues

012345

User Experience Issues

Major

Medium

Minor




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Recommendations for Future Development

A. Provide feedback to the user more consistently throughout the experience.

B. Consider a consistent theme throughout the application and construct a

metaphor around this theme to be used for labeling and navigation.

C. Revise the intervention template messages to include more personal writingstyle that will resonate with the victim.

D. Consider an escalation scheme for issues beyond the volunteer’s abilities or

training.




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Works CitedEinarsen, S. (1999). The nature and causes of bullying at work. International Journal of

Manpower , 20 (1/2), 16-27.Espelage, D. L., & Swearer, S. M. (2003). Research on School Bullying and Victimization:

What Have We Learned and Where Do We Go from Here? School Psychology Review , 32 (3),

365-383.

Hinduja, S., & Patchin, J. W. (2010). Bullying, Cyberbullying, and Suicide. Archives of Suicide

Research , 206-211.

Suda, W., & Fouts, G. (1980). Effects of Peer Presence on Helping in Introverted and

Extroverted Children. Child Development , 51 (4), 1272-1275.




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Appendix

A1. eBully Scenario-Based Task

1. You believe an email you received is considered cyber-bullying, but are not sure.

Navigate to information that explains to you what cyber-bullying is?

2. You are a volunteer with the eBully, you see a message from Christian Harmon that

you suspect to be bullying, investigate this message and save the conversation so

you can review it at later time.

3. You are a volunteer with eBully, you have a message from someone you believe to

be a bully, but you want to know if other volunteers have seen anything from this

same person. Check the response you received from volunteers, and send your

response to their question.

4. You are a volunteer with eBully, you see a message from Christian Harmon that you

suspect to be bullying, investigate the victim's Facebook page for other messages

from Christian Harmon and send the victim and intervention message.

5. You are a volunteer with eBully, you see a message from Christian Harmon that you

suspect to be bullying, investigate the message further and determine Christian is

not bullying the user and mark the message accordingly and return to the volunteerhome page.

POST TASK SURVEY RESULTS

Task 1 Task 2 Task 3 Task 4 Task 5

P1 2 2 1 2 2

P2 3 4 3 4 4

P3 1 3 3 2 3

P4 2 1 2 2 2P5 2 2 2 2 2

Avg 2 2.4 2.2 2.4 2.6

(5 Point Likert Scale Results for each Task)




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A2. Scenario Task Results

Participant 1

ask Start End Elapsed Complete Steps Comments

1 0 0:30 0.30 1 22 0 1:11 0.71 1 3

Review further chosen to try and understand the nature

the relationship. Looked to see what other messages w

on the. “Intervene” - what does this mean. “Add to

Watch”- what does this mean. I thought we were going

watch a tape. Try “Further Notice”, “Keep me posted”,

“Keep a look-out”, “Keep an Eye-on”, “Keep and Eye-o

3 0 0:43 0.43 1 3

4 0 0:33 0.33 1 2

“I can’t click on their names” How would I send steve a

message if I can’t click on Steve. Does not get the

connection between

5 0 0:29 0.29 1 3

Participant 2


1 0 0:27 0.27 1 1

2 0 1:16 0.76 1 1

3 0 0:48 0.48 1 3

Started looking at other messages in the Live Messaging

Queue did not immediately look “Where’s My friend lis

Why doesn’t this say Message board (Volunteer Chat).

When I think of a wall its whenever the user looks to se(they might not get it right away) But instant message is

constant) The terms are confusing, use something like

instant message instead of Wall (meaning a response m

take a while.)

4 0 0:31 0.31 1 2 Wants to go to messages instead of using “Review Furth

5 0 0:34 0.34 1 3

Choose to read further instead of Not bullying from the

volunteer home page. “Did not notice that that you co

click “Not Bullying” based on the way the scenarios we

arranged.

Participant 3


1 0 0:16 0.16 1 1

2 0 0:58 0.58 1 1




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3 0 0:51 0.51 1 3

The response should be highlighted or some notificatio

should show up saying someone wrote me back. Once

send the message to the user she asked what happened

why did it just go off (the pop-up). It just clicked off,

expected some option (if I made a mistake) “just don’t c

me off”.

4 0 0:27 0.27 1 1

How would you respond to receiving this, I would kind o

want to blow it off, it seems like computer and not like

someone really wrote it.

5 0 0:24 0.24 1 3

Participant 4


1 0 0:37 0.37 0 3.5User attempted to login but this was not necessary for thtask

2 0 0:55 0.55 1

3 0 0:45 0.45 1 2

The message in the Volunteer Chat does not match the

in the Live Feed so it is hard to keep track of what’s

happening.

4 0 0:29 0.29 1 2

5 0 0:31 0.31 1 3

Participant 5


1 0 0:47 0.47 0.5 2

Seems to be confused about the difference between "W

is Bullying" link and "Resources" considers the first link

explanatory and the second as redundant

2 0 1:01 0.61 1

Thought the messages in Live Queue moved over to the

Volunteer Wall, did not think it was a separate part of t

page. “I was expecting to see the Mike message in the

feed not in the Volunteer Wall” did not know what it wa

and missed the small text at the bottom

3 0 0:54 0.54 1 3

4 0 0:22 0.22 1 1

Shouldn’t say “bullying nature”, comes off like you thinthat I am being bullied. Makes the user feel helpless bu

hopeful that somebody cares

5 0 0:41 0.41 1 3




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A3. SurveyAge

<13

13 - 17

18 - 2425 - 29

30 - 39

40 - 49

50+

Gender Male

Female

Occupation Full-Time Job

Part-Time Job

Student

Other:

Marital Status

Number of Younger Siblings

Number of Older Siblings

Do you Consider your Personality to be More: Extroverts get their energy from outside; More outgoing.Introverts get their energy from within; more to-them-selves

Extrovert

Introvert

Do you act differently towards unfamiliar people? Yes

No

Do you or could you find Yourself sympathizing with someone who is being bullied? Yes

No




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Have you ever bullied anyone? Yes

No

Have you ever known anyone who has been bullied? Yes

No

Are you a parent? Yes

No

If you had to pick one and regardless of whether you have children or not, do you think your child wouldmost likely be:

Bully

Victim

What community/Social-Media websites have you had experience using? Facebook

Twitter

MySpace

Other:

Do you consider yourself to be popular? Yes

No

Why or why not? With Regards to "Do you consider yourself to be popular?" As a child, were you one of the “popular” kids in the school?

Yes

No

Why or why not? With Regards to "As a child, were you one of the “popular” kids in the school?"

Do you typically stand up for what you believe in?

Yes

No




Do you like the concept of a bullying prevention/intervention website? Yes

No

Why or why not? With Regards to "Do you like the concept of a bullying prevention/intervention website? " Do you have a story about someone being bullied that you wouldn’t mind sharing?

What is “Cyberbullying”, in your own words?

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