Cyberbullying

Brandy Diltz
Professional Seminar II
Spring 2015

Bullying has been a prevalent issue in schools for many years. Bullying is
a repeated physical or emotional abuse or threat made by a person or group of
persons with the intent to harm another. Persons or groups who usually initiates
bullying have more power in the setting than the victim. The amount of electronic
devices in the hands of school age children has compounded the issue by adding
a new dimension, cyberbullying. The website stopbullying.com defined
cyberbullying as bullying that takes place using electronic technology (What,
2015). Cyberbullying can consist of rumors being spread through social media
and other sources, embarrassing pictures or videos being posted, mean
comments being directed towards a victim, or fake profiles being made about the
victim (What, 2014). The limitations of bullying are not set by physical location,
cyberbullying can take place anywhere or anytime a bully has access to an
electronic device. The audience of a cyberbully is limitless (Ockerman, 2014,
p.2). Victims do not need to be in proximity to the perpetrator in order to be
targeted. Cyberbullying has been found to be more difficult to avoid,
anonymous, and likely to coincide with other forms of bullying (Litwiller, 2013, p.
681).
A study conducted by the Cyberbullying Research Center from 2004-2015
highlights statistics on occurrences of cyberbullying. The study includes a survey
of more than 15,000 middle and high school students from across America at
various times (Patchin, 2015). In February 2015 the group surveyed more than
450 middle school age students located in mid-western states (Patchin, 2015).
They found of those students about 35% had experienced some type of

cyberbullying in their lifetime. Mean hurtful comments and rumors being the
most common type of cyberbullying mentioned in the study(Patchin, 2015).
Patchin (2015) also stated adolescent girls are significantly more likely to have
experienced cyberbullying in their lifetime (40.6% vs. 28.2%) but the gap
narrows when looking at the past 30 days (Patchin, 2015). Within the students
surveyed 15% also admitted to cyberbullying someone else (Patchin, 2015).
Another study conducted by the Pew Research Center in 2013 revealed
similar statistics. The study determined 33% percent of teenagers reported they
had been victims of cyberbullying while 20.8% of children ages eight to ten
reported being cyberbullied (Woda, 2015, p.1). An alarming 88% of social
media-using teens say they have witnessed someone being mean or cruel on a
social media site (Woda, 2015, p.1). According to Ockerman, Kramer and Bruno
(2014) younger adolescents are more likely to experience cyberbullying then
older teens (Ockerman, 2014, p.2). While children and teenagers seem highly
aware of the epidemic of cyberbulling Woda (2015) stated only seven percent
of U.S. parents are worried about cyberbullying. Gender plays a role in the
types of cyberbullying reported. Girls more often report rumors being spread and
mean comments being made while boys are more often the targets of online
threats (Ockerman, 2014, p.2).
Any type of bullying can have devastating affects on youth including
cyberbullying. The consequences of cyberbullying can be even more detrimental
than those of traditional bullying. Students may not know the identity of the
bully, further perpetuating feelings of hopelessness and powerlessness. This

could also result in heightened anxiety in school, where the victim may live in
chronic fear of being humiliated or embarrassed (Ockerman, 2014, p. 2).
Having the ability to hide behind technology can increase the intensity of verbal
attacks. The distancing effect that technological devices have on todays youth
often leads them to say and do crueler things compared to what is typical in a
traditional face-to-face bullying situation (Donegan, ,p. 34). The feelings and
behaviors exhibited by victims of cyberbullying may vary depending on gender
and age. According to Donegan (2012) female victims reported higher incidents
of feeling angry, frustrated or sad than male victims. Donegan (2012) also stated
middle school and high school age students often experience more anger and
frustration while elementary age students have a tendency to feel sad. No matter
the gender or age, victims of cyberbullying experience a wide range of emotional
trauma. Victims of cyberbullying are more likely to exhibit negative behaviors.
According to stopbullying.gov victims of cyberbullying are more likely to:

Use alcohol and drugs

Skip school

Experience in-person bullying

Be unwilling to attend school

Receive poor grades

Have lower self-esteem

Have more health problems

Cyberbullying can result in a snowball effect of lasting painful emotions and

negative impacts (Donegan, 2012, p. 26). Victims may also have feelings of
depression and high anxiety (Ockerman, 2014, p.2). All of these feelings may
lead students to withdraw from family and friends, disengage from academics
and activities and possibly even consider suicide (Ockerman, 2014, p.2). A twoweek study of sadness and suicidal thoughts was done in order to make a
correlation between cyberbullying and suicide. The results showed students who
reported cyberbullying had a higher rate of feelings of sadness and suicidal
thoughts (Messias, 2014). Of those who participated in the study only 4.6% of
students who reported not being bullied also reported suicidal thoughts in
comparison 9.5% of those who reported being bullied also reported suicidal
thougths (Messias, 2014). An article titled Cyber Bullying and Physical Bullying in
Adolescent Suicide: The Role of Violent Behavior and Substance Use pointed
out students who are cyberbullied are more likely to exhibit aggressive behavior
and substance abuse which directly relates to an increase in suicidal behavior
(Litwiller, 2013).
Perpetrators of cyberbullying do not come out unscathed. Bullies often
suffer from emotional and social implications as well. Bullies often use bullying
as an outlet for their own problems. Bullying may be a way for students to cope
with their insecurities (Donegan, 2012, p. 36). The problems bullies are trying to
cope with are often made worse by their bullying. Bullies are more likely to

commit crimes as adults, 60% of bullies have been convicted of a crime and they
are more likely to be repeat offenders (Donegan, 2012, p.36). Bullies are also
likely to consider suicide as a result of their own of bullying others (Donegan,
2012, p.37). Research confirms that both bully victims as well as offenders are
emotionally harmed by the act of bullying (Donegan, 2012, p.37).
There are ways to combat cyberbullying. Schools can and should play a
role in recognizing and preventing cyberbullying. Researchers have found six
whole-school approaches to manage school bullying, including cyberbulling
(Ockerman, 2014, p. 3). The factors in these approaches include engaged
principal leadership, a supportive school culture, proactive school policies,
procedures, and practices, school-community training and education, a protective
school environment, and shared ownership throughout the whole school and
surrounding community (Ockerman, 2014, p. 3). The best anti-bullying
programs share these common traits. They are also long-lasting, involve
parents, provide strict discipline and heavy playground supervision (Ockerman,
2014, p. 3). Online safety programs and bullying programs play an important role
in prevention of cyberbullying. School counselors are usually qualified and
trained to address not only victims of bullying but the bystanders and bullies who
perpetuate violence (Ockerman, 2014, p. 3). School counselors should work to
put in place character education programs and training for students emphasizing
empathy and positive peer conflict resolution (Ockerman, 2014, P. 3). School
counselors should also work with teachers and provide them with training on how
to talk about and deal with bullying situations (Ockerman, 2014, p.9). Anti-

bullying and character education programs can are powerful tools in the fight
against bullying.
Schools should involve and help educate parents about cyberbullying.
Most cyberbullying takes place outside of school meaning parents can make the
biggest difference in preventing and reporting it. Parents can take steps to help
protect their children against cyberbullying and prevent their children from being
a cyberbully. Parents should communicate with their children and teach them
about digital citizenship, privacy and help instill self-confidence in their children
(Woda, 2015, p. 1). They should also be aware of warning signs, which may
show if their child is a victim of cyberbullying. Woda (2015, pp. 1-2) gives
parents some behaviors to look for.
The warning signs include depression; low self-esteem; declining grades;
unexplained weight loss or gain; trouble sleeping; social isolation;
stomachaches or headaches (real or fake); reluctance to attend school
and social events; avoidance of conversations about computer use;
abruptly shutting off or walking away from the computer mid-use; suddenly
stopping using computers, phones, video games, or social media;
stressful or anxious reactions to text messages, e-mails, or instant
messages; anger, moodiness, or sulking after using social media; and
suicidal thoughts (Woda, 2015, pp. 1-2).
If parents see any of these behaviors they need to communicate with their
children and seek help from school officials, law enforcement or other
professionals. Parents should be aware of and actively involved with their childs

online activities and social media accounts and be vigilant about looking for signs
their child may be a victim or even a cyberbully (Woda, 2015, p. 3).
Cyberbullying has also been talked about at the state and federal level.
Cyberbullying laws have become a recent discussion in many levels of
government. It is a hard battle to fight because limiting what student can say or
post can potentially infringe on their freedom of speech (Donegan, 2012, p. 37).
The Supreme Court has made rulings in favor of schools dealing with situations
of cyberbullying. In order to discipline a student for posting comments off school
grounds a school must determine whether a reasonable person [in the speakers
position] would foresee that the statement would be interpreted by those to whom
the maker communicates the statement as a serious expression of intent to harm
or assault (Donegan, 2012, p. 38). Whether or not there is a disruption of the
educational process or not is another consideration that must be made before a
school can act on an issue of cyberbullying (Donegan, 2012, p.38). State laws
are also being passed to prosecute cyberbullies. Donegan (2012) mentioned a
case in Missouri that prompted the state to pass a law that prohibits any
electronic communication that knowingly frightens, intimidates, or causes
emotional distress (Donegan, 2012, p. 38).
Prevention of cyberbullying is the key to help decrease it. Parents,
schools and law enforcement officials need to come together to help fight it they
need to be educated and trained in looking for the signs present when a student
is being victimized and how to deal with cyberbullies. Being aware of the state

and federal laws is also another important part of helping to prevent and deal
with cyberbullying (Donegan, 2012, p. 39).
References
Bonanno, R. A., & Hymel, S. (2013). Cyber bullying and internalizing difficulties:
Above and beyond the impact of traditional forms of bullying. Journal of Youth
and Adolescence, 42(5), 685-97. doi:http://dx.doi.org/10.1007/s10964-013-99371
Donegan, R. (2012). Bullying and Cyberbullying: History, Statistics, Law,
Prevention and Analysis. The Elon Journal of Undergraduate Research in
Communications, 3(1), 33-42. Retrieved May 1, 2015, from
https://www.elon.edu/docs/eweb/academics/communications/research/vol3no1/0
4doneganejspring12.pdf

Litwiller, B. J., & Brausch, A. M. (2013). Cyber bullying and physical bullying in
adolescent suicide: The role of violent behavior and substance use. Journal of
Youth and Adolescence, 42(5), 675-84. doi:http://dx.doi.org/10.1007/s10964-0139925-5

Messias, E., Kindrick, K., & Castro, J. (2014). School bullying, cyberbullying, or
both: Correlates of teen suicidality in the 2011 CDC youth risk behavior survey.
Comprehensive Psychiatry, 55(5), 1063-8.
doi:http://dx.doi.org/10.1016/j.comppsych.2014.02.005

Ockerman, M. S., Kramer, C., & Bruno, M. (2014). From the schoolyard to cyber
space: A pilot study of bullying behaviors among middle school students. RMLE
Online, 37(6), 1-18. Retrieved from http://search.proquest.com.er.lib.kstate.edu/docview/1527292343?accountid=11789

Patchin, J. (n.d.). Summary of Our Research (2004-2015). Retrieved May 1,

2015, from http://cyberbullying.us/tag/cyberbullying-research/

What is Cyberbullying. (n.d.). Retrieved May 1, 2015, from

http://www.stopbullying.gov/cyberbullying/what-is-it/

Woda, T. (2015, 01). CYBERBULLYING: CHILDREN AS VICTIMS AND

PREDATORS. USA Today, 143, 32-33. Retrieved from
http://search.proquest.com.er.lib.kstate.edu/docview/1650110486?
accountid=11789