Lucy R. Betts - Cyberbullying
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The Author(s) 2016
Lucy R. Betts Cyberbullying Palgrave Studies in Cyberpsychology 10.1057/978-1-137-50009-0_11. Introduction
Lucy R. Betts 1
(1)
Nottingham Trent University, Nottingham, UK
Abstract
Digital technology has permeated many aspects of our day-to-day activities, with many organisations becoming digital by default. With this increased connectivity and digital technology use come many benefits; however, these benefits are often offset by more adverse consequences. Since 2003, one consequence that has rapidly increased in prominence in the research literature and the media is cyberbullying. This chapter will provide readers with a brief outline of cyberbullying and then an introduction to the remainder of the book.
Keywords
Digital technology Cyberbullying Cyber bullycideDigital technology has afforded us many benefits and has enabled users to complete many day-to-day activities in a more efficient and effective manner. Cyberspace provides young people with a place of positive discourse and a positive nurturing environment where behaviour can promote social responsibility and encourage caring and respect (Cassidy, Jackson, & Brown, ). This chapter will begin by providing a general overview of aggression, harassment, and bullying and then move to discussing a brief background to cyberbullying before presenting an overview of the rest of this book.
1.1 Aggression, Harassment, and Bullying
The term aggressive behaviour is used by researchers to describe any behaviour that is intended to cause harm, which can include physical, verbal, and psychological (Liu, Lewis, & Evans, ).
Harassment is a form of aggressive behaviour that is linked to bullying and cyberbullying. In the workplace, harassment has been conceptualised as negative interactions which are designed to harm the target (Neall & Tuckey, ).
1.2 Brief Outline of Cyberbullying
The term cyberbullying first started to appear in the academic literature in 2003 following the launch of a website by Bill Belsey ( ) quantified the increase in academic articles from 2003 to the present day. Between 2001 and 2005, 4 articles on the topic of cyberbullying were identified; however, this figure rose to 42 between 2006 and 2010. After 2011, the authors identified a further 30 articles in the area of cyberbullying. A recent search of Google scholar, undertaken on 6 January 2016, yielded over 27,000 hits for the term cyberbullying. This figure compares with the 5280 hits when the search was limited to 2014 and 4650 hits in 2015. Together, these figures not only reflect the rate of growth in the academic community exploring cyberbullying but also likely reflect societys growing concern about this topic.
Researchers, educational practitioners, and parents interest in cyberbullying can be attributed to the many consequences associated with involvement in face-to-face bullying and cyberbullying (which are outlined in Chap. ). Lewinsky goes on to argue that the global media coverage, facilitated by the Internet, she experienced in 1998 was unprecedented harassment that today would have been recognised as cyberbullying.
1.3 Overview of the Text
Compared to other forms of bullying, cyberbullying is a relatively new phenomenon that reflects, in part, how digital technology has permeated day-to-day-life. Given the relative newness of this phenomenon, there is considerable ambiguity and debate within the research literature: This book will focus on some of these key issues and current debates.
Chapter will discuss the range of media that can be used to cyberbully and the various behaviours and actions that constitute cyberbullying.
Chapter relating to how cyberbullying is defined. In particular, Chap. 3 will present a critical discussion of how cyberbullying differs from other forms of bullying and highlight the unique nature of cyberbullying. Specifically, attention will be paid to the power dynamics in the perpetrator (bully)target (victim) relationship, the frequency of the acts, the role of anonymity, and the potentially relentless nature of cyberbullying. The chapter will also begin to explore some of the legalities of cyberbullying.
The reported prevalence rates of experiencing cyberbullying as a target vary from 1.5% (Ortega, Calmaetara, & Mora-Mechn, will also review the factors that may predict young peoples involvement in cyberbullying either as a target or perpetrator.
The short- and long-term consequences of involvement in face-to-face bullying have been well documented (e.g., Olweus, will also consider the evidence that involvement in cyberbullying is predictive of suicide and further involvement in cyberbullying.
Chapter will also consider the legal position of cyberbullying.
Chapter will draw together the main arguments and themes presented throughout this book. The chapter will present seven areas of development for future research examining cyberbullying, namely, the need (1) for a common definition of cyberbullying, (2) for agreement on the measures of cyberbullying, (3) to establish accurate prevalence rates of cyberbullying, (4) for longitudinal work to examine the consequences of cyberbullying, (5) to develop robust and empirically validated interventions, (6) to clarify the legal status of cyberbullying, and (7) to recognise that technology and cyberbullying is evolving.
References
Ang, R. P., Huan, V. S., & Florell, D. (2014). Understanding the relationship between proactive and reactive aggression, and cyberbullying across United States and Singapore adolescent samples. Journal of Interpersonal Violence, 29 , 237254. CrossRef PubMed
Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social aggression. Personality and Social Psychology Review, 9 , 212230. CrossRef PubMed
Bauman, S., & Bellmore, A. (2015). New directions in cyberbullying research. Journal of School Violence, 14 , 110. CrossRef
Beran, T. N., Rinaldi, C., Bickham, D. S., & Rich, M. (2012). Evidence for the need to support adolescents dealing with harassment and cyber-harassment: Prevalence, progression, and impact. School Psychology International, 33 , 562576. CrossRef
Bowling, N. A., & Beehr, T. A. (2006). Workplace harassment from the victims perspective: A theoretical model and meta-analysis. Journal of Applied Psychology, 91 , 9981012. CrossRef PubMed
Bucchianeri, M. M., Eisenberg, M. E., & Neumark-Sztainer, D. (2013). Weightism, racism, classism, and sexism: Shared forms of harassment in adolescents. Journal of Adolescent Health, 53 , 4753. CrossRef PubMed PubMedCentral
Calvete, E., Orue, I., Estvez, A., Villardn, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors profile. Computers in Human Behavior, 26 , 11281135. CrossRef
Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30 , 466480. CrossRef
Cassidy, W., Jackson, M., & Brown, K. N. (2009). Sticks and stones can break my bones, but how can pixels hurt me?: Students experiences with cyber-bullying. School Psychology International, 30 , 383402. CrossRef
Davies, K., Randall, D. P., Ambrose, A., & Orand, M. (2014). I was bullied too: Stories of bullying and coping in an online community. Information, Communication & Society, 18 , 357375. CrossRef
Juvonen, J., & Gross, E. F. (2008). Extending the school grounds?Bullying experiences in cyberspace. Journal of School Health, 78 , 496505. CrossRef PubMed
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