Negative Impacts of Cyberbullying
This policy brief basically illustrates the cyberbullying among the adolescent boys and girls. It also elaborates on how to mitigate such cyberbullying and their negative effects.
Cyberbullying results in different negative impacts like sad, anger, lower self-esteem as well as undesirable emotions. These criminal acts basically affect the adolescent boys and girls at the early teenager. Such an individual takes more time, sleep late posting their feelings in social media and reads the comments which other people posts in their posts.
There are basic causes of the cyberbullying as well as how to prevent them. Some of the causes of the cyberbullying include; some adolescents bully others due to peer pressure, some bully because they know they cannot be identified, some do it to alleviate boredom. Some of the ways to prevent include monitoring the adolescent online activities, engage the youth and parent and many others.
Some of the recommendation which should put in practice to reduce the cases of cyberbullying. Such Maintaining federal data collections on bullying and align them to the uniform definition of bullying, Discourage approaches that lack evidentiary support, criminalize youth, or remove youth from school, Support the progress of evidence-based approaches via steadfast funding for research.
This policy brief basically illustrates the cyberbullying among the adolescent boys and girls in Victoria. This policy brief is required to help take actions against cyberbullying against cyber bullies. This help to reduce the negative impacts of the cyberbullying. This information will be used to address the public about the negative impact of cyberbullying and how can it be avoided in the society (Rensburg, 2015).
There are several developmental outcomes of cyberbullying among the adolescent in Victoria and other states in Australia which may in some cases seriously affects their normal wellbeing in the society (Blair, 2015). Cyberbullying occurs when one is being underrated or even seriously abused in the social media like Facebook, WhatsApp among others. There are several development impacts of the cyberbullying on the adolescent, some of these include the following;
From the researchers, the report indicates that the emotional response to cyberbullying is difficult in the sense that they could participate more serious behaviour outcomes (Baldry, 2018). The consequence of the same research indicates that more percentages of the female were affected by the cyberbullying as compared to male adolescent. The report indicates that victims of the cyberbullying were reported to feel angry, sad, helpless and frustrated (Strasburger, 2016).
Causes and Prevention of Cyberbullying
Several reports indicate that the relationship between the low self-esteem and cyberbullying and suicidal ideation. The results from a research conducted in the US of about 2000 adolescent students indicates that the victims of the cyberbullying and offenders are both had a meaningfully lower self-esteem as compared to the those who not been affected by the cyberbullying (Navarro, 2015). The same results showed that there are so many adolescents who committed suicide after the cyberbullying but this was more common among girls than boys. This results in a reduction in the population in the society.
Cyberbullying results to the outcomes of the impact of the aforementioned negative impacts in most cases in Victoria. When the adolescents get harassed through texts, online WhatsApp messages, they become stressed (Dehue, 2015). When an individual is highly stressed they lose concentration in their daily activities as well as getting a better education. This will result in undesirable emotion which makes the adolescent not to concentrate on his or her education. Undesirable emotions in some case even make the adolescent have stunted growth due to extensive stress which makes them not to have enough and a good diet (Bauman, 2013).
Cyberbullying like in a case where adolescent boys and girls get insulted or underrated online. In some cases, these adolescents can be underrated through the languages and words other people say about them (Sutton, 2013). After reading the insults and the bad comments the adolescent read from the social platforms as well as the insults they get from the texts messages. These results lower self-esteem in the adolescents. (Raúl, 2015). Cyberbullying makes the adolescents feel so much inferior as compared to the other mates who are not cyberbullied. Felling inferior among the adolescent make them less confident in themselves hence they won’t have that confident in whatever they are doing.
Cyberbullying is more viable in the adolescents who basically spend more of their time on the internet (especially social media) (Olweus, 2013). Such an individual takes more time, sleep late posting their feelings in social media and reads the comments which other people posts in their posts. So when these adolescents receive some demoralizing comments makes them highly underrated and lower self-esteem. These are more serious in girls more than the boys because ladies are emotional as compared to their counterpart boys (Sciences, 2015). And cyberbullying is more common in the youths (adolescents) because they are idle hence spends more of their time online, therefore, get cyberbullied.
Recommendations to Mitigate Cyberbullying
Roughly 1 in four Year 4 to Year 9 Victorian adolescent (27%) stated being cyberbullied weekly or more regularly in a countrywide ponder in 2009. Regular school bullying was most elevated among Year 5 (32%) and Year 8 (29%) students. 83% of understudies who bully others online moreover bully others in person. 84% of adolescent who were bullied online were also bullied in person. Peers are show as spectators in 87% of cyberbullying intelligent, and play a central part within the process of bullying. Hurtful prodding was the foremost predominant of all bullying practices experienced by understudies, taken after by having pernicious lies told approximately them. Cyberbullying shows up to be related to age with auxiliary understudies more likely to lock in in cyberbullying than essential Victorian adolescent individuals over the age of 15 are less likely than understudies between 10 and 15 a long time of age to be included in online bullying.
Cyberbullying is actually a very dangerous type of bullying and can affect the child as he/she grows, some of the cause of the cyberbullying are discussed as below.
Cyberbullies are motivated by revenge
When adolescents are cyberbullied, instead of coping with the situation they always seek to revenge by doing the same thing to other children or even to those who bullied them some time back. This is motivated by the victims to retaliate for the pain which they underwent during the bullying (Völlink, 2015). They feel justified in what they have done and they want other adolescents to feel what they felt when they were bullied.
Cyberbullies want to alleviate boredom
Adolescents may sometimes feel bored and are looking for the source of entertainment which in most cases they resort to cyberbullying to enable them to add some drama and excitement to their lives. In some cases, they can bully others since they lack that strict supervision from their parents (Hinduja, 2011). Instead of looking for a positive way to spend their time and look for a positive thing to engage them they entertain themselves by creating a digital drama.
Cyberbullies give in to peer pressure
In some cases adolescents in Victoria will cyberbully just to fit in with a group of comrades, this results to this adolescent succumb to peer pressure in order to be accepted in the group even if it goes against their good judgement. In such cases, these children are more concerned with fitting in the group as opposed to worrying about the outcome.
Cyberbullies believe they won’t get caught.
Most adolescent boys and girls bully their friend online thinking that they can do this by hiding their identifications so there is no one who will notice that they are the individuals who did such a thing. This will make most adolescent boys and girls to cyberbully their mates at a higher rate. Since this criminal act is a very bad thing, the following measures should be employed to help curb the situation.
Ways to prevent cyberbullying
Monitor online activity
When the adolescent boys and girls spend most of their time online it is very important to check on what they do online, this will help to prevent them from bullying anyone online. Fortunately, cyberbullying has one main benefit: one can notice it and save the evidence. This will permit monitoring these adolescents’ activities online.
Engage parents and youth
Develop a community for grown-ups and students to send a bound together message against cyberbullying. Build up a school security committee that will control and talk about the issues of online bullying. You’ll be able to make approaches and rules, counting cyberbullying reporting system. It is vital to form the most destinations known to guardians, school and children.
Restore self-respect
Keep in mind that the extreme objective is to ensure and re-establish the victim’s self-regard. Act altogether; quick choices can as it made things more regrettable. Conversation to somebody around the issue sometime recently reacting (Campbell, 2018). Collect the proof and connect with guardians or instructors to figure out the conceivable best choice to halt cyberbullying among adolescent boys and girls.
Talk
Each clinician will tell you that perfect way to assist your child or understudy is to have a discussion, to begin with. Be quiet and inquire a child around the issue in common: what is cyberbullying, does he/she know somebody who is being bullied, what children ought to do in case take note acts of bullying (Sameer, 2012). This way you’ll see how much your child is included in the circumstance and which side he/she is on.
The following are some of the recommendations which should addressed to avoid the cyberbullying. Some of these include the following;
Include cyberbullying as part of a bigger approach to bullying avoidance
Methodologies focusing on cyberbullying alone minus tending to the bigger issue of bullying are improbable to be compelling (Steffgen, 2013). Additionally, checking students’ social media accounts is probably to be an ineffectual utilize of assets without extra endeavours to energize more respectful behaviour online and personally.
Support the development of evidence-based approaches through dedicated funding for research.
Inquire about speculations to back both program usage and evaluation— counting proceeded to subsidize for the National Founded of Justice’s Comprehensive School Security Initiative—are fundamental to grow the constrained menu of evidence-based bullying anticipation approaches. Such speculations ought to too look at mediations, such as coordinates understudy underpins, for understudies who are focused on by bullying or witness it.
Discourage approaches that lack evidentiary support, criminalize youth, or remove youth from school
Inquire about clearly appears that anti-bullying gatherings, speakers, and campaigns are not successful at anticipating bullying, nor are zero-tolerance approaches that evacuate understudies from school and don’t address the basic causes of bullying behaviour (Spivet, 2013). Reliable with the Each Understudy Succeeds Act (ESSA) order to diminish disciplinary expulsions from the classroom, schools and communities ought to be empowered to address bullying behaviours without criminalizing, suspending, or expelling youth.
Maintain federal data collections on bullying and align them to the uniform definition of bullying
The School Wrongdoing Supplement to the National Wrongdoing Victimization Study and the Youth Hazard Behaviour Reconnaissance Framework give the as it were broadly agent information on bullying and cyberbullying (Hanel, 2010). Guaranteeing these measures utilize a steady definition to screening rates of bullying will grant policymakers a more exact sign of whether (and where) activities are fruitful. Schools ought to moreover be given with direction to reliably track episodes of bullying.
References
Baldry, A. C. (2018). International Perspectives on Cyberbullying: Prevalence, Risk Factors and Interventions. Bacchus Marsh: Springer. doi:100.10010/202
Bauman, S. (2013). Principles of Cyberbullying Research: Definitions, Measures, and Methodology. Maryborough: Routledge. doi:100.10/102
Blair, S. L. (2015). Technology and Youth: Growing Up in a Digital World. Albury-Wodonga: Emerald Group Publishing. doi:100.10/192
Campbell, M. (2018). Reducing Cyberbullying in Schools: International Evidence-Based Best Practices. Moe: Elsevier Science. doi:100.10/186
Dehue, F. (2015). Cyberbullying: From Theory to Intervention. Melbourne: Routledge. doi:100.10/121
Hanel, C. (2010). Cyber Kids, Cyber Bullying, Cyber Balance. Bairnsdale: Corwin Press. doi:100.10/192
Hinduja, S. (2011). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Bairnsdale: Corwin Press. doi:10.10/132
Navarro, R. (2015). Cyberbullying Across the Globe: Gender, Family, and Mental Health. Beechworth: Springer. doi:10.1000/182
Olweus, D. (2013). Bullying at School: What We Know and What We Can Do. Geelong: John Wiley & Sons. doi:100.10/183
Raúl, N. (2015). Cyberbullying Across the Globe: Gender, Family, and Mental Health. Mildura: Springer. doi:10.10/192
Rensburg, P. V. (2015). Cyberbullying and Adolescents’ Self-esteem. Ararat: Nelson Mandela Metropolitan University. doi:10.10/192
Sameer, H. (2012). School Climate 2.0: Preventing Cyberbullying and Sexting One Classroom at a Time. Echuca: Corwin Press. doi:10.100/142
Sciences, N. A. (2015). Preventing Bullying Through Science, Policy, and Practice. Portland: National Academies Press. doi:1000.10/122
Spivet, B. (2013). Stopping Cyberbullying. Castlemaine: The Rosen Publishing Group, Inc. doi:100.1000/152
Steffgen, G. (2013). Cyberbullying through the New Media: Findings from an international network. Horsham: Psychology Press. doi:10.100/162
Strasburger, V. (2016). Children, Adolescents, and the Media, An Issue of Pediatric Clinics. Castlemaine: Elsevier Health Sciences. doi:100.10/192
Sutton, A. (2013). The Impact of Cyberbullying on Psychological Distress Among Adolescents. Kyabram: Texas Southern University. doi:10.1000/174
Völlink, T. (2015). Cyberbullying: From Theory to Intervention. Bendigo: Routledge. doi:10.10/72
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