The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). Additionally, gender differences were also examined and found not to be statistically definitive (Gradinger & Strohmeter, 2009, 205-206)
The study found that exposure to authoritative parenting and a high amount self-control lessened the harmful results of bullying with regard self-harm and suicide. The article then concluded by discussing the implications of the study conclusions for further research (Hay & Meldrum, 2010, 446-447)
g., social integration, popularity or bullying) (Katzer, Fetchenhauer & Belschak, 2009, 25-26)
The teen students in the journal article perceived that the theme of confiscation of the offender's access to technology as the most effective preventative measure. The findings could be useful for communities and schools and communities in setting up policies and regulations to effectively retard cyber aggression (Kraft & Wang, 2009, 513-514)
These victims being could be classified into just 2 groups: including those that had not been affected emotionally as well as those that simultaneously had suffered from a variety of emotions that were negative. The influences of gender, age, gender and the severity of the bullying on each emotional category were analyzed as well (Ortega, Elipe, Mora-merchan, Calmaestra, & Vega, 2009, 197-198)
The results demonstrate that the students' roles in traditional bullying were reliable predictors of the same role in cyber bullying. Being a victim of bullying on the World Wide Web or in text messages was related to bullying at school (Raskauskas & Stoltz, 2007, 564-565)
However, electronic bullying in particular aroused strong feelings and emotions rivaling that of traditional bullying. Particularly, electronic bullying was found to operate both covertly and overtly through new technologies at school and home (Speras, Slee, Owens & Johnson, B
Electronic bullying has gained visibility due to the disheartening publicized cases of the victims. (Wong-Lo, Bullock, & Gable, 2011, 317-318)
And because the bully online can hide his or her real identity it makes it difficult to deal with some of the cyberbullying tactics. Another challenge is presented because "…many people don't see the harm associated with it" (Hinduja, 2)
According to Linda Lambeck, students and staff members at Trumbull High School are responding positively to new regulations passed into law by the state legislature. The new law in Connecticut requires teachers and administrators in public schools to "…take action if there are repeated online incidents" that have a negative impact on the school environment (Lambeck, p
In addition to the short-term effects, it is also important to note that the effects of bullying could also be long-term. Long-term effects in this case include but they are not limited to "depression, social anxiety, increased levels of aggression, lowered self-esteem…" (Spielberger, 2004)
These results suggest that being bullied is followed by an increased risk of depression, and consequently that intervention programmes that prevent bullying would cause a decreased risk of depression." (Farrington et al
In a 2009 article for the Journal of Genetic Psychology, Menesini, Modena and Tani surveyed the available literature to show that the first study to posit a conclusive connection between a victim being bullied and that same victim showing more mental health problems in later life was done in 1993, but that later studies have confirmed the process. In particular, they note that "some researchers have highlighted how victims have a greater risk of manifesting anxiety and depressive disorders in adulthood, suggesting that experiences of school victimization can have long-term effects on the probability of showing depression and internalizing symptoms" (Menesini et al
Studies have identified exposure to domestic violence, child maltreatment, emotional and behavioral problems, low self-worth and reduced assertiveness to increase children's risk of being bullied." (Shakoor, Jaffe et al
Burnham, Associate professor of counselor education at the University of Alabama Relevant Background and Purpose -- Cyberbullying has been defined as a bullying through the e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone (Kowalski, 2007). It has also been described as a traumatic experience that can lead to physical, cognitive, emotional, and social consequences (Carney, 2008)
According to estimates, approximately 30% of children report being victims of bullying at some point in their school careers, and between 5% and 10% are victims on a regular basis (Newman, Holden & Delville 2004). Boys are more likely to bully than to be bullied (Arora & Thompson 1987), although there are changing definitions of bullying that now include more indirect aggression such as teasing and alienation (2004)
Definition of Bullying. The definition of bullying has been conceptualized in a variety of ways (Cowie 1994)
Definition of Bullying. The definition of bullying has been conceptualized in a variety of ways (Cowie 1994)
Interestingly enough, when it comes to these definitions of bullying, the definitions appear to change as the children get older (2008). According to estimates, approximately 30% of children report being victims of bullying at some point in their school careers, and between 5% and 10% are victims on a regular basis (Newman, Holden & Delville 2004)
The fact that there has been an increase in school shootings has also increased awareness, especially due to the belief that bullying may be a precursor to some of the more violent school crimes. Furthermore, bullying has been linked with negative consequences in adulthood as well (Olweus 1991; Perry, Kusel, & Perry, 1988; Tritt & Duncan, 1997)