Adolescence and young adult mental health
Mary Steen, Michael Thomas in Mental Health Across the Lifespan, 2015
Bullying can take on many forms but it is usually a behaviour that is defined by the use of threat, intimidation, coercion or force for the purposes of aggressively dominating or terrorising another individual. The behaviour is often repeated and may take on forms involving physical violence, name-calling, teasing, the spreading of rumours and/or cyber-bullying. Cyber-bullying involves the use of the technology to repeatedly harass and bully others. Online harassment has been associated with increased rates of depressive symptoms (Ybarra and Mitchell, 2004). In 2010, 16 per cent of UK children reported being bullied, with 8 per cent saying they were bullied via the Internet. This had reversed in 2013, showing cyber-bullying was now more common than face-to-face bullying (12 per cent vs. 9 per cent ) (Livingstone et al., 2014).
Pediatric Health
Gia Merlo, Kathy Berra in Lifestyle Nursing, 2023
Children and adolescents spend many of their waking hours in school and need to feel safe in their school environment, on their way to and from school, and in their community (Hagan et al., 2017). Something that can make a child feel unsafe in the school environment and interfere with school performance is bullying. Children with special health care needs or developmental differences, such as those with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD), are at increased risk for bullying victimization (McClemont et al., 2021). Youth who identify as lesbian, gay, bisexual, transgender, or questioning experience higher rates of bullying than do their heterosexual peers (Gower et al., (2018). Another group of children and adolescents who are likely to experience bullying are those who are overweight or obese. Studies have reported that adolescents who are obese are more likely to experience bullying when compared to their healthy weight peers (Rupp & McCoy, 2019). Cyberbullying, also known as online bullying, has become increasingly common and is a source of stress for children and adolescents. Researchers have found that victims of cyberbullying are more at risk for suicide, and school connectedness can reduce the impact of cybervictimization on suicidal behaviors (Kim et al., 2020).
Cultivating Character Development
Maxine Ficksman, Jane Utley Adelizzi in The Clinical Practice of Educational Therapy, 2017
Bullying is not a new phenomenon, but cyberbullying on the Internet is a major pitfall of technology. Before Twitter and Facebook, and other social media websites, bullying was of the sticks and stones kind: names can never harm me. Now, it is permanent, in print, on video, and in photos. Some students cannot escape the negative onslaught that, sadly, has in some cases led to suicide. However, effective school programs can help children and their families learn how to better empathize with others. For example, the lauded international classroom program, described by Mary Gordon in her well-documented book, Roots of Empathy: Changing the World Child by Child, and her early childhood program, Seeds of Empathy, positively affect these youngsters’ mind sets from an early age. Bullying at all levels, from preschool to adults on the political stage, must be eradicated and replaced with empathic understanding, unyielding inclusion, and acceptance of diversity. According to well-regarded interpersonal neurobiologist and psychiatrist, Daniel Siegel, who penned the foreword for Mary Gordon’s book,
Connecting Adolescent Suicide to the Severity of Bullying and Cyberbullying
Published in Journal of School Violence, 2019
Sameer Hinduja, Justin W. Patchin
Due to its presence at the forefront of scholarly research agendas in disciplines that work with adolescents, the CDC recently convened a number of experts to develop the following uniform definition of bullying: “any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated” (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014, p. 7). This largely mirrors definitions historically posited by other researchers (Espelage & Swearer, 2003; Manning, Heron, & Marshal, 1978; Nansel et al., 2001; Olweus, 1995). What is more, these definitions have informed conceptualizations of cyberbullying (arguably a subset of the general term “bullying”), which has been defined as “willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices” (Hinduja & Patchin, 2015, p. 11). Essentially, cyberbullying is bullying perpetrated online or otherwise carried out using technology.
An Empirical Investigation of Factors Contributing to Item Nonresponse in Self-Reported Bullying Instruments
Published in Journal of School Violence, 2020
Okan Bulut, Jiaying Xiao, Michael C. Rodriguez, Guher Gorgun
Indirect bullying involves various forms of social isolation that typically occur via a third person, such as ignoring, excluding, and backbiting (Van der Wal et al., 2003). The two major types of indirect bullying are relational bullying and cyberbullying. Relational bullying usually involves a third party and is characterized by spreading rumors, persuading others not to interact with the person, and purposefully excluding others from activities, interactions, and friendships (Björkqvist et al., 1992; Crick & Grotpeter, 1995). Cyberbullying refers to direct aggression exerted through the use of technology such as text messages, e-mails, or social media (Patchin & Hinduja, 2006). Cyberbullying involves aggressive forms of electronic contact against a victim through a virtual community of either known or unknown people, with fewer restrictions on time and location (Law et al., 2012).
Cyberbullying Among Chilean Students and the Protective Effects of Positive School Communities
Published in Journal of School Violence, 2018
Jorge J. Varela, Marc A. Zimmerman, Allison M. Ryan, Sarah A. Stoddard
Cyberbullying usually includes the use of different technologies and the intention to harm others (Shariff & Gouin, 2005; Smith et al., 2008; Ybarra & Mitchell, 2004). Examples of technologies used for cyberbullying include computers, mobile phones, tablets, cameras, or any other electronic devices. Cyberbullying must involve intentional harm which means that the act of aggression usually has negative consequences for the victim (Patchin & Hinduja, 2012). Li, Smith, and Cross (2012) recognize cyberbullying mostly as an indirect rather that direct (face to face) type of aggression. This indirect form of aggression allow the invisibility and unknown nature of the perpetrator, but it also limits their perception of and need to cope with victims’ reaction after the act of aggression (Beale & Hall, 2007).
Related Knowledge Centers
- Adolescence
- Bullying
- Threat
- Sexual Harassment
- Covid-19 Pandemic
- Stalking
- Peer Pressure
- Information Cascade
- Lgbt
- Self-Harm