Cyberbullying: what Can you Do?
The literature review article is on Cyberbullying. The areas that are covered in the review have been separated from the learning definition of cyberbullying. The roles of adolescents involved in this issue that are targeted are a part of the statistics. The reasons that cyberbullying has become an issue are the differences between traditional bullying and cyberbullying. The discovery of cyberbullying will provide a foundation for developing cyberbullying intervention programs.
The issue of cyberbullying is in existence has become a global problem. Cyberbullies do not have to be strong and muscular they just need access to a cell phone or computer. Anyone who post threats in a vulgar manner and offend a person mentally can be labeled as a cyberbully. Cyberbullies do not have face to face contact but they confront their victims through cellphones, tablets are personal computers. The anonymous notions of cyberbullying may cause students who normally would not bully in the tradition-sense to become a cyberbully (Poland, 2010).
The existence of technology has risks involved. Technology emerges a societal problem that is better known as cyberbullying. Statistics state that more than 97% of youths in the United States are connected to the internet (Tokunaga, 2010). The number of children that are at home internet users has increased. There are 66% of fourth to ninth graders that are able to go online from their bedrooms (Tokunaga, 2010). There are positive activities on the internet that can be stimulating to the child. Children can utilize games and positive social media activities.
The benefits of technological usage are networking with family, friends and potential employers. Cyberbullying is the result of negative interaction between adolescents using electronics. While students bullying presents itself as a problem in U.S. schools, research indicates that many students do not disclose bullying them experience or witness despite repeated efforts on the part of adults (Tokunaga, 2010). The reason why the need for further research on this topic is the concern from parents and administrators.
The literature review the results of research has a fascinating conclusion. Surveys are also discussed in the recommendations for future research. Erdur-Baker’s (2010) study revealed that 32% of the students were victims of both cyberbullying and traditional bullying, while 26% of the students bullied others in both cyberspace and physical environments.
In Adams’ (2010) research, approximately 20% of students admitted to having been cyberbullied. Several students reported incidents that are associated with cyberbullying. The students reported incidents involving inappropriate pictures and text messages.
Researchers have realized the need for including cyberbullying as their topic for surveys.
Cyberbullying is a category of bullying that occurs in the technological realm of electronic text (Sutton, 2009).
Electronic and online bullying are the new method of bullying. This special form of bullying involves harassment using technology. The technology applications used are social websites, Facebook, email, chat room, picture and regular texts. Some of the picture texts are called sexting which involves sexual content.
Electronic Communication is important to discuss to children. The children need to be informed on the dangers of the various levels of cyberbullying. They need to be aware of the consequences of their actions. They need to understand accountability would be put in action as a result of this aftermath. If administrators and parents can work as a team the “No Snitching” policy would not be used. Law enforcement can get involved if children express of the actions of this negative harassment.
Targets of bullies are individuals who are picked on because bullies believe that they are different or inferior. Bullies pick on targets until they influence other adolescents not communicate with the target.
Bystanders are individuals who encourage and support the bully or watch the bullying from the sidelines but do nothing to help the victim. Finally, bystanders who are part of the solution are individuals who seek to stop the bullying, protest it, and provide support to the victim (Thomas & McGee, 2012).
Anyone can be identified as a bully. Anyone can hide behind the computer screen and post harassing comments toward another individual. In addition to this influence, intense harassment among adolescents can be an influential factor in cyberbullying. Cyberbullies will act without considering the feelings of their victim. Further research is needed in this topic. The next level of research will be the interviewing process.
Adams, C. (2010). Cyberbullying: How to make it stop. Instructor. 120(2), 44-49.
Erdur-Baker (2008). Examination of cyberbullying experiences among Turkish students from different school types. Cyberpsychology & Behavior, 11(6), 643-648. DOI: 10.1089/cpb.2007.0161.
Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of CyberPsychology, Behavior & Social Networking, 15(9), 455-463. DOI: 10.1089/cyber.2012.0040.
Sutton, S. (2009). School solutions for cyberbullying. Principal Leadership: High School Edition, 9(6), 38-42. .
Thomas, K., & McGee, C. (2012). The Only Thing We Have to Fear is… 120 Characters. TechTrends: Linking Research & Practice to Improve Learning 56(1), 19-33. .
Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287. DOI: 10.1016/j.chb.2009.11.014. .
Ubertini, M. (2010). Cyberbullying may reduce adolescent’s well-being: Can life satisfaction and social support protect them? ProQuest LLC, Psy.D. Dissertation, Hofstra University. 2010 122 pp..