TPC-Journal-V2-Issue2

The Professional Counselor \Volume 2, Issue 2 171 Second Life Challenges Second Life offers users the ability to create virtual content that replicates the real world, truly providing a “second life” (hence, the name). However, creation within SL is not without its challenges (O’Conner & Sakshaug, 2009). The challenges often faced with SL are multifaceted. First and foremost, there is a learning curve for a developer to overcome before creating objects and simulations within the SL environment (Luo & Kemp, 2008; O’Conner & Sakshaug, 2009). Warburton (2009) noted that “even simple things can take a long time” and may require “multiple skills” (p. 423). Furthermore, SL computing requirements are high; if developers are not using high-capacity computers (e.g., fast processors, graphics cards) and broadband Internet (e.g., cable or DSL connections or faster), they could experience difficulty with such problems as operating the SL software, intermittent freezes, and software system failure. Institutional financial support of SL-designed environments is advantageous, although not always available. With the need for virtual environment scenarios to combat cyberbullying, this study included three stages of data collection with middle school students in one school district in the southeast. Data from the first two stages (i.e., a quantitative cyberbullying survey and a focus group, respectively) informed the scripts of the cyberbullying scenarios produced from this present study. The goal for each scenario was to most accurately reflect the students’ beliefs about and experiences in cyberbullying and address their perceived needs for cyberbullying education and prevention. The present study included the following steps: (1) scripting and building the cyberbullying scenarios, (2) using screen- capturing software to capture the videos, and (3) saving the videos as separate files. By following this plan, the researchers maintained a “safe” environment for the students by screen-capturing the scenarios created in SL, thus preventing the students’ need to go online to view the scenarios. Method Participants After Institutional Review Board (IRB) and school system approval, the researchers worked with five middle school principals to conduct this study. Approximately 450 middle school students in Grades 7 and 8 (ages 12–14) were invited to participate in the quantitative study, which was the first stage of data collection. Of the invited students, 114 returned signed parental informed consents and assented to take part in the study. Of the 114 students, 50 were male and 64 were female; 73 were in 8th Grade, with the remaining participants in 7th Grade. The racial backgrounds included: 33 White students, 67 African-American students, 3 Hispanic/Latino students, 2 Asian-American students, and 9 who did not identify their racial background. At the end of the survey, the respondents indicated a willingness to participate in subsequent stages of the study. From these, the researchers recruited a convenience sample of 20 students from two of the five middle schools (one high-poverty school; one low-poverty school) to participate in the qualitative study, stage two of our data collection. Of the invited, 13 students participated from two schools. School A included seven students (4 boys, 3 girls) and racial backgrounds were: 1 White student, 5 African-American students, and 1 Hispanic student. School B included six students (4 boys, 2 girls) and racial backgrounds were: 4 White students and 2 African-American students. Lastly, two 8th Grade students (1 White male and 1 White female) who indicated willingness to participate in all stages of the study were recruited to view the pilot cyberbullying scenarios, which were scripted and informed by data collected in the first two stages of this research study. Both students viewed the scenarios individually and provided feedback to assist with final editing of the videos. Instruments For the first stage of the study, the researchers were given permission to adapt Li’s (2007) Cyberbullying Survey. Data included middle school students’ responses to various cyberbullying questions (e.g., “Have you been cyberbullied?” “Do you know a cyberbully?” and “Where did cyberbullying most often occur?”). Contextual examples were given in each question, such as for “have you been cyberbullied?” examples included e-mail, Facebook, cell phone, online video, chat rooms, and virtual games.