Cyberbullying and its impact on youg people's emotional health and well-being (original) (raw)
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The impact of cyberbullying on young people’s emotional health and well-being
Aims and method The recent upsurge of cyberbullying is a frequent cause of emotional disturbance in children and young people. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and in contexts that are difficult for adults to control. This review article examines the effectiveness of common responses to cyberbullying. Results Whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is an interpersonal problem grounded in a social context. Clinical implications Practitioners should build on existing knowledge about preventing and reducing face to face bullying while taking account of the distinctive nature of cyberbullying. Furthermore, it is essential to take account of the values that young people are learning in society and at school.
Cyberbullying and its impact on young people's emotional health and well-being
2013
Traditional face-to-face bullying has long been identified as a risk factor for the social and emotional adjustment of perpetrators, targets and bully victims during childhood and adolescence; 1-6 bystanders are also known to be negatively affected. 7-9 The emergence of cyberbullying indicates that perpetrators have turned their attention to technology (including mobile telephones and the internet) as a powerful means of exerting their power and control over others. 10 Cyberbullies have the power to reach their targets at any time of the day or night. Cyberbullying takes a number of forms, to include:
Cyberbullying: incidence, trends and consequences
2016
Bullying, including cyberbullying, affects a high percentage of children at different stages of their development, often severely undermining their health, emotional wellbeing and school performance. Victims may suffer sleep disorders, headaches, stomach pain, poor appetite and fatigue as well as feelings of low-self-esteem, anxiety, depression, shame and at times suicidal thoughts; these are psychological and emotional scars that may persist into adult life. Bullying is a key concern for children. It is one of the most frequent reasons why children call a helpline. It gains centre stage in surveys conducted with school children, and generates a special interest when opinion polls are conducted through social media with young people. The recent U-Report initiative supported by UNICEF with more than 100,000 children and young people around the world illustrates this well: nine in every ten respondents considered that bullying is a major problem; two thirds reported having been victim...
Cyberbullying and Interventions Programs in School and Clinical Setting
Procedia - Social and Behavioral Sciences, 2014
Cyberbullying has recently emerged as a widespread and new form of bullying and harassment. It refers to the use of information and communication technologies, specifically mobile phones or the internet, to support deliberate behavior to harm others. Cyberbullying and bullying are partly similar phenomena: they share the intention to attack an other person who is vulnerable and cannot properly defend himself, but they differ for many other aspects: (1) the aggression forms -the damage is often physical or verbal in bullying, while it is textual or visual in cyberbullying and it refers to the social image, the dignity and reputation instead of to the physical body; (2) the "visibility" in bullying compared to the partial "invisibility" and anonymity in cyberbulling, (3) the large audiences in a peer group on internet compared with the small groups that are the usual audience in traditional bullying. In the present paper features of cyberbullying that distinguish it from most traditional forms of bullying will be analyse. On the basis of emerged differences operational suggestions and strategies for dealing with minors in the two different conditions will be presented both in schools and in clinical setting.
A summary of current knowledge on successful responses to cyberbullying differentiating between three different response domains: reducing risks, combatting the problem, and buffering negative impact. A systematic literature search yielded thirty-six relevant studies, most of which report findings regarding general prevention strategies (e.g., anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, responding (retaliation or confronting), technical solutions, and avoidant and emotion-focussed strategies. Whilst a few studies report perceived success, very few measure the success of the strategies in relation to risks and outcomes. There is a clear lack of evidence concerning successful responses.
Cyber-bullying: Problems and Solutions
With the development of information and communication technology, easy access to internet and portable electronic devices, adverse effects of these blessings have also aggravated. This article tries to explain problems with the definition of cyberbullying, the issues raised and interventions to eradicate them. Recommendations are also provided to tackle this social norm. Even though research on cyberbullying has increased in recent years, countless constraints remain that need to be addressed in future research.
Cyberbullying among young people
This study provides an overview of the extent, scope and forms of cyberbullying in the EU taking into account the age and gender of victims and perpetrators as well as the medium used. Commissioned by the Policy Department for Citizens' Rights and Constitutional Affairs at the request of the LIBE Committee, the study illustrates the legal and policy measures on cyberbullying adopted at EU and international levels and delineates the EU role in this area. An analysis of legislation and policies aimed at preventing and fighting this phenomenon across the 28 EU Member States is also presented. The study outlines the variety of definitions of cyberbullying across EU Member States and the similarities and differences between cyberbullying, traditional bullying and cyber aggression. Moreover, it presents successful practices on how to prevent and combat cyberbullying in nine selected EU Member States and puts forward recommendations for improving the response at EU and Member State levels.
Cyberbullying: Where Are We Now? A Cross-National Understanding
2017
Trinity College, Dublin. His research interests are in the areas of bully/victim problems among children and adults, psychology applied to educational policy and processes, and the need for a fully inclusive education environment for all children and young people (e.g., special educational needs, disability). Conor has a long track record of involvement in, and management of, collaborative research projects. Conor gained his Ph.D. in Psychology for his research exploring bully/victim problems among Northern Ireland's school pupils. This thesis explored the prevalence of bully/victim problems from a multiple indicator approach, explored differential psychometric measurement issues, and the association between involvement in bully/victim problems and various individual difference variables. Lucie Corcoran is a psychology lecturer and researcher based in the School of Education at Trinity College, Dublin. Lucie's research has largely focused on school bullying and cyber aggression since the emergence of cyberbullying research globally. This research has explored various aspects of bullying and aggression including definitional considerations, prevalence assessment, and exploration of psychological correlates such as personality, self-concept, empathy, psychological health, and coping styles/strategies. The purpose of such research is to contribute to current knowledge and inform best practice at the national-and international-level.
Coping with the emotional impact of bullying and cyberbullying: how research can inform practice
Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group a the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and often in contexts that are difficult for adults to control. The recent upsurge of cyberbullying is a case in point. Teachers and parents often feel powerless to intervene in the private world that children and young people create for themselves. This article explores the strategies that are commonly recommended for dealing with cyberbullying and examines what research tells us about their effectiveness. The conclusion is that, whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is also an interpersonal problem. The implication for practice is that we already know many approaches for preventing and reducing cyberbullying and should build on this knowledge rather than treating the issue as something completely new. Keywords: bullying, cyberbullying, school, strategies, coping