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Virtual Project Leadership Competencies
Published in Margaret R. Lee, Leading Virtual Project Teams, 2021
Cyberbullying refers to the electronic posting of messages that are intended to harm or embarrass the receiver. These messages are hostile, deliberate, and frequently repeated and include communications that intimidate, manipulate, or discredit the recipient. These messages can be sent by one individual or several individuals to the victim. Because cyberbullying is a relatively new act, laws have been implemented in some areas and are currently being addressed by legislation. A problem commonly associated with children and adolescents, cyberbullying can also take place between adults in the work environment. Statistics from the Waitt Institute for Violence Prevention indicate that one in three employees has personally experienced some type of workplace bullying [39]. Examples of cyberbullying are communications that are malicious or threatening; feature offensive content about ethnicity, religion, or sexual preference; publicly shame or demean the recipient; or include manipulated messages or images of the individual.
Harassment in the Digital World
Published in Ståle Valvatne Einarsen, Helge Hoel, Dieter Zapf, Cary L. Cooper, Bullying and Harassment in the Workplace, 2020
Ivana Vranjes, Samuel Farley, Elfi Baillien
To date, relatively few western countries have adopted cyberbullying laws. New Zealand passed the Harmful Digital Communications Bill which sets out ten ‘communication principles’ such as ‘a digital communication should not be threatening, intimidating, or menacing’ (Library of Congress, 2015). Recently, Italy also passed legislation that provides a legal definition of cyberbullying and makes it illegal to use the Internet to offend, slander, threaten or steal the identity of a minor (Reuters, 2017). Furthermore, in Canada, Bill C-13 (Protecting Canadians from Online Crime Act) makes it an offense to distribute intimate images of a person without their consent (Open Parliament, 2015). Although relatively little ‘cyberbullying-specific’ legislation has been introduced, many countries have certain commonwealth laws or state-wide laws regarding stalking or hacking, making it possible to prosecute those who enact cyberbullying.
Cybersecurity
Published in Matthew N.O. Sadiku, Emerging Internet-Based Technologies, 2019
Cyberbullying is an aggressive, intentional behavior carried out by an individual or group using electronic technology. It is becoming common among teenagers. Tech-savvy students are taking advantage of the Internet and cell phones to bully their peers. The reason why they bully includes breakup in relationships (between boyfriends and girlfriends), rejection, retaliation/revenge, and desire to harm relationships.
How social media use is related to student engagement and creativity: investigating through the lens of intrinsic motivation
Published in Behaviour & Information Technology, 2022
Muhammad Awais Gulzar, Mudaser Ahmad, Marria Hassan, Muhammad Imran Rasheed
Another important finding of our research is to identify a boundary condition role of cyberbullying. In the era of technology, bullying on the internet has become a serious issue in several contexts (Watts et al. 2017). Cyberbullying is a kind of bullying happening on the internet. Although cyberbullying may happen through several tools such as emailing, texting, chatting, on blogs, websites, and online forums, but social media has become an easy to access platform for bullies on the internet. Our study has found that cyberbullying can harm the positive utility of social media on learners’ outcomes. As such, we found that cyberbullying weakens the association among social media usage and of learner's engagement and creativity through intrinsic motivation. This is a very critical finding of our study, which gets the attention of students, academicians, parents, and governments who should come up with ways to mitigate the negative impact of cyberbullying happening on the academic purpose of social media platforms.
From risk factors to detection and intervention: a practical proposal for future work on cyberbullying
Published in Behaviour & Information Technology, 2018
Andri Ioannou, Jeremy Blackburn, Gianluca Stringhini, Emiliano De Cristofaro, Nicolas Kourtellis, Michael Sirivianos
The rapid evolution and use of online social networks (OSNs) and the ever-increasing number of adolescents admitting to have experienced cyberbullying, either as bullies, victims, or bystanders, create an alarming need for advancing research and development in this area. A study by Hinduja and Patchin (2015) surveyed a random sample of 457 students, aged 11–15, from a middle school in the Midwestern United States; approximately 34% of the students reported experiencing cyberbullying. An increase in cyberbullying can be noted, compared to previous results from the same authors (Hinduja and Patchin 2013) with a random sample of 4441 students (aged 10–18) from 37 schools in a large district in the southern United States; in this study, 20% of the students had reported experiencing cyberbullying in their lifetimes. Furthermore, the Cyberbullying Research Center (2015) studied the phenomenon in nine (random sampling) studies conducted between 2006 and 2015 reporting that, on average, 26% of the students had been the victim of cyberbullying at some point in their lifetime, while 16% of them admitted they had cyberbullied others at some point in their lifetime. Research has demonstrated a number of negative effects of cyberbullying victimisation including lower self-esteem, frustration, depression, and anxiety, among others (Blumenfeld and Cooper 2010; Schrock and Boyd 2011; Smith-Ross et al. 2014). When the victim fails to cope with the emotional tension of the abuse, the consequences of cyberbullying become even more serious, leading to suicidal thoughts and behaviour (Foody, Samara, and Carlbring 2015; Schneider et al. 2012).
Personality and emotion based cyberbullying detection on YouTube using ensemble classifiers
Published in Behaviour & Information Technology, 2022
Vimala Balakrishnan, See Kiat Ng
Unlike traditional bullying that is perpetrated by means of different forms of aggressive behaviour (i.e. direct aggression, physical or verbal), cyberbullying is realised through technology devices in the form of text messages, emails, videos, images, etc. However, akin to traditional bullying, the phenomenon also implies aggressiveness, intention to hurt, power imbalance and repetitive abusive behaviour. For example, offensive remarks or contents about an individual or groups of individuals can be disseminated quickly through social media by sharing, further exacerbated by repetitive comments, views, likes, etc. that may continue to review the cyber-victim’s experience (Hasse et al. 2019). Cyberbullying is recognised as a public health risk, causing psychological, physical and emotional problems including low self-esteem, anxiety and suicidal thoughts (den Hamer and Konijin 2016; van Geel et al. 2017). Hence, there is a need to explore means to address this issue considering its deleterious consequences especially on the victims (van Geel et al. 2017). Other than intervention strategies that include counselling, for example, technological attempts have been made by social media platforms to help combat this phenomenon. For instance, Instagram introduced shadow banning, which restricts a bully from posting or commenting on a post as a mechanism to combat cyberbullying whereas Twitter implemented ‘timeout’ where abusive Twitter users’ tweets are temporarily banned from view on the platform. Despite these positive attempts, social media platforms are not completely immune to cyberbullying (Bernazzani 2017), therefore other mechanisms are needed so that patterns of cyberbullying can be detected to enable early interventions. In fact, the nature of cyberbullying taking place online, including social media enables the recording of these instances, hence an increasing interest among researchers to explore and develop automatic cyberbullying detection (and prevention) mechanisms.