Cyberbullying: Negative Interaction Through Social Media

Cyberbullying: Negative Interaction Through Social Media

Michelle F. Wright (Pennsylvania State University, USA)
Copyright: © 2020 |Pages: 29
DOI: 10.4018/978-1-5225-9412-3.ch005

Abstract

The purpose of this chapter is to examine cyberbullying through social media among youth. Drawing on research from a variety of disciplines, such as psychology, education, social work, sociology, and computer science, this chapter is organized into seven sections. These sections include 1) background; (2) youths' characteristics and risk factors; (3) negative psychosocial and academic outcomes; (4) theoretical framework; (5) solutions and recommendations; (6) future research directions; and (7) conclusion. The chapter will draw on multidisciplinary qualitative, quantitative, and mixed-design research methodologies from psychology, sociology, social work, and criminology.
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Introduction

Millions of youths use electronic technologies, such as social media, mobile phones, and the Internet, daily (Lenhart, 2015). These technologies allow youths many opportunities, such as the ability to communicate with just about anyone, quick access to information for leisure and homework purposes, and entertainment (e.g., watching videos). Despite the positives associated with electronic technology use, many youths are at risk for exposure to problematic online situations. Such situations might involve viewing unwanted electronic content through videos, images, and text, which contains gory or sexually graphic content. Problematic online situations also include experiencing identity theft and being targeted by sexual predators. Cyberbullying is another risk associated with youths’ electronic technology use, and is the focus of this chapter.

Defined as an extension of traditional bullying, cyberbullying involves being targeted by negative and unwanted behaviors via electronic technologies, including email, instant messaging, social networking websites, and text messages via mobile phones (Bauman, Underwood, & Card, 2013; Grigg, 2012). The anonymity of the cyber context allows cyberbullies greater flexibility to harm their victims without having to witness the reactions of the victims and/or experience any negative consequences as a result of their actions (Wright, 2014b). Cyberbullies’ ability to remain anonymous is made possible by the ability to mask or hide their identity in cyberspace. Because youths can remain anonymous online, anonymity can trigger the online disinhibition effect. The online disinhibition effect is when youths do or say something to others that they typically would never do or say in the offline world (Suler, 2004; Wright, 2014). Another component of electronic technologies is the rapid transmission of communication. Because electronic technologies have such features, many cyberbullies can target their victims more quickly. For example, a rumor in the offline world might take several hours to spread around school, while in the online world, this rumor could take a matter of minutes to spread to various classmates. Bullies can often target victims as often as they want as it is difficult to escape bullying in the online world as the behaviors can follow the person almost anywhere there is electronic technology access. Although it is possible to have many bystanders for traditional school bullying, cyberbullying has the potential to reach an audience of millions. These individuals can then perpetuate the cycle of cyberbullying by further sharing cyberbullying content (e.g., videos, pictures) with others.

The aim of this chapter is to review the topic of cyberbullying among youths, who might include children and adolescents from elementary school to high school. The literature reviewed includes studies from various disciplines, such as psychology, education, media studies, communication, social work, sociology, computer science, information technology, and gender studies. These studies also include cross-sectional, longitudinal, qualitative, quantitative, and mixed-methods research designs. The chapter also draws on various studies across the world to conceptualize cyberbullying as a global health concern. The chapter includes seven sections, including:

Key Terms in this Chapter

Individualism: The belief that each person is more important than the needs of the whole group or society.

Provictim Attitudes: The belief that bullying is unacceptable and that defending victims is valuable.

Parenting Style: The standard strategies that parents use in their child rearing.

Anonymity: The quality of being unknown or unacknowledged.

Anxiety: A mental health disorder which includes symptoms of worry, anxiety, and/or fear that are intense enough to disrupt one’s daily activities.

Externalizing Difficulties: Includes children’s and adolescents’ failure to control their behaviors.

Peer Attachment: The internalization of the knowledge that peers will be available and responsive.

Empathy: The ability to understand or feel what another person is experiencing or feeling.

Collectivism: A cultural value that stressed the importance of the group over individual goals and cohesion within social groups.

Peer Contagion: The transmission or transfer of deviant behavior from one adolescent to another.

Parental Mediation and Monitoring: The strategies that parents use to manage the relationship between their children and media.

Cyberbullying: Children’s and adolescents’ usage of electronic technologies to hostilely and intentionally harass, embarrass, and intimidate others.

Normative Belief: Beliefs about the acceptability and tolerability of a behavior.

Traditional Face-To-Face Bullying: The use of strength or influence to intimidate or physically harm someone.

Loneliness: An unpleasant emotional response to isolation or lack of companionship.

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