Internet and cyberbully children

The people of social media tend to be more proactive. They stand up into opposition, even in the cases when they wouldn´t act like that in real life situations. An aggression, a blackmailing, an encroaching of personal data and also just general mockery of people on social media. The same behaviour models are more commonly spread also within the children and the youth. The formation of an opinions, an attitudes and the values of today´s children are affected by virtual world, digital games, unlimited variations of sounds, pictures, graphics and by the artificial intelligence. Digital media and means of mass media communication like tablets, computers, social sites, web pages or blogs are becoming influential movers in processes of their education, information gaining and spending of free time. Although excess usage of digital technologies and too big, everyday consumption of these, also negatively and violently orientated contents without any appropriate control, has more often negative impressions. They behave aggressively, excessively, oftentimes attacking. For overstepping of abstract rules and moral borders the internet users aren´t endangered by sanctions and anonymity, which internet serves them, protects them against punishments. These and many other cases of online attacks committed mainly on the children and the youth or abuse, belongs to the spheres of quite young phenomenon named digital bullying. For creation of effective concepts for limiting and solving of arising cases of this type of violence on the children and the youth, it is needed to know this phenomenon.

International journal of health sciences

In this current scenario the Internet has been the most reliable source for every age group. But since humans can take any form to achieve their target which sometimes can be negative such as ruining the lives and reputation of others for revenge, jealousy, and hatred, they have also started in Internet which is Cyberbullying and due to Covid-19, the compulsory quarantine and isolation has made half of the citizens unproductive. Thus, spending a day without going outside has been a difficult task therefore the only thing they can do is using the Internet. Speaking of education, the massive transformation from offline to online has changed the scene of learning. Hence, this paper tries to find out the impact of cyber bullying on the students at Lovely Professional University andmainly focus on the psychological impacts the victim faces in nine dimensions/symptoms which are Somatization, Obsessive Compulsion, Interpersonal Sensitivity, Depression, Anxiety, Hostility, Phobic anxiety, P...

Cyberbullying is a new form of bullying and brings additional challenges for school staff. In addition to the numerous benefits that information and communication technologies provide, it also contributes to the occurrence of negativities. One of these negativities is that it adds a new dimension to peer bullying, which is already a problem in schools. This bullying, which is called cyber bullying or electronic bullying, is a subject that has just started to be studied in other countries and has not yet been studied in Turkey. This chapter qualitatively examined cyberbullying and exposure of children to cyberbullying.

Universal Journal of Educational Research, 2016

The purpose of this research is to examine the internet usage habits of secondary school students and their awareness of cyberbullying in terms of different variables. Of the probabilistic sampling methods, research sampling identified by stratified sampling method has been formed by 559 students from two branches (56 branches in total) selected with simple random sampling method (For example; 5/A and 5/C) at each grade level (5th, 6th, 7th and 8th grades) from 7 schools in Merzifon. Data in the research have been obtained by the form related to the personal information and "Cyberbullying Scale". Due to the absence of normal distribution of data, the frequency tables in the analysis of data, Mann-Whitney U and Kruskal-Wallis H tests were used. According to the results of the research, it has been detected that the cyberbullying related awareness of the secondary school students is low (x =20.24 out of 42); there is no significant difference in terms of gender, having personal computer and mobile phone and there are some significant differences in terms of the variables such as the type of school and class level. While the internet use purposes of the students is mostly making research and doing homework, it is seen that using social network such as Facebook is common among the students despite being illegal due to their ages.

The International Journal of Indian Psychology , 2023

In the modern time, where anything can be accessed with a single click, social media has become more and more important in today's environment. The Internet has had a significant influence on everyone's life, and it goes without saying that young people make up the majority of internet users. The youth of the present time are living a digital life with the internet technology. It provides various comforts to its users. No doubt internet technology has provided us lot of benefits; however, it also operates as a breeding environment for certain undesirable behaviours, one example of such undesirable behaviour is cyberbullying. Cyberbullying is the misuse of technology with the intention to harass and harm others. Due to the fact that it is a common problem among youngster and has more harmful effects than expected. It has many negative consequences on its victims such as stress, anxiety, social dissatisfaction, negative school attitude and in some cases substances abuse, depression, physical harm, mental strain and in extreme cases suicide also. That is the reasons why it is treated as the disease in the 21st century. The tragic events and increased incidence of this new kind of bullying have therefore made researchers, educators, government officials, and parents aware of its severe ramifications. The main aim of this paper is to highlight cyberbullying and its expected consequences on the youngsters in the present digital age.

JPPI (Jurnal Penelitian Pendidikan Indonesia)

The use of devices that should be intended to support learning activities, it turns out that students can try various access to social media which can unwittingly increase cyberbullying. The classical services of School Counselor are also required to be adaptive to technology. However, the classic School Counselor service module is less attractive and rigid. The purpose of this study is to develop an integrated module with social media that is used as a classic Guidance and Counseling teacher service in Banjar Regency, South Kalimantan through the zedemy platform, which is expected to minimize cyberbullying. Research design using Research and Development (R&D) ADDIE model. Collecting data using Focus Group Discussion, and Likert scale questionnaire. The instrument used is the instrument of material, media and user feasibility. Data analysis was carried out descriptively to determine the characteristics of the distribution of respondents, then the Kendall's W concordance test was carried out to determine consistency and assessment.Expert tests are carried out by material experts, media experts and users. Based on the research, the material and media expert's assessment showed very good criteria, no revision needed. User ratings by Counselor School also showed very good criteria, no need for revision. So it can be concluded that the classical service digital module through the zedemy platform has met the criteria for being suitable for use as a classical service medium to minimize cyberbullying.

The purpose of this study is to analyze the factors that cause high school students to commit cyberbullying acts and become a victim of cyberbullying. The study group consists of 622 high school students in two different cities. Relational survey model, which is one of the quantitative research methods, is used in this study. For the purpose of examining the factors that affect students’ cyberbullying behaviors and being a victim, “Cyberbully/Cybervictim Scale” is incorporated. Results indicate that there is no statistically significant difference between being a cyberbully/cybervictim and the variables of gender, technological competence of parents, owning a smartphone and the city in which the student lives. However, a significant difference is found with the some of the variables such as grade level, having a personal computer, having an internet connection at home, places accessed to a computer, places accessed to internet, daily internet use, level of technology use, the skill of technology use, educational level of parents. Furthermore, a moderate positive relationship is found between being cybervictim and exhibiting cyberbullying behaviors.

European Journal of Mental Health, 2019

This study focuses on the risks of online activity within the social network sites used by primary and secondary school pupils, with regard to bullying in cyberspace. Questionnaires were used to collect the empirical data. In the first scale, an exploratory factor analysis related to the online activity of pupils was used. It indicated four factors, namely: passive use of social networking sites, active communication on social networking sites, access to high-risk media content, and searching for self-development media content. In the second scale that focused on the forms of cyberbullying, two factors were indicated, namely: bullying through online communication and bullying through visual aggression. The study identified 189 respondents out of 931 pupils from the research sample who had been repeatedly cyberbullied. The research was conducted with pupils of secondary schools and high schools in the Slovak Republic. A relationship between the frequency types of social networking sites' usage and the extent of bullying in cyberspace was observed. The research confirmed the existence of a direct dependence between the frequency of active communication on social networking sites and the extent of bullying through online communication. No statistically significant connection was confirmed between the other factors .

There are various social risks tied to cyberspace. Many of them are social risks because they are cultural risks, like virtual identity construction and interaction in social networks. Toxic evils like cyberbullying and other malicious cybercrimes can give the impression that technological advances are bad and that children and youth would be better off if they did not have access to the Internet, cellular phones, etc. This is not the correct way to tackle the problem of cyberspace risks, which is an issue very insidious and increasing. Indeed, technology can be a very good thing: Internet provides useful information and represent a free window towards the world. Not only it opens up sources of knowledge to people (adolescents in particular) that might otherwise were too difficult to access, but technology also affords around easy means of establishing and maintaining social contacts. For many persons -see the field of assistive technologies -new technologies may offer powerful solutions and contribute in saving costs and creating new professions and services , as well as alternative and effective forms of citizens' participation. The Internet and related technologies have a positive impact on our life: the problem is how some people maliciously use them. Although, investigating and diffusing knowledge about their abuse can mitigate the negative effects. Considering its continuous growing, this report is focused on cyberbullying.

The New Educational Review, 2018

The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10-20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils' gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.