Shirey Seigworth

Professor Bedell
CAS 137
October 26, 2013
Cyber Bullying
Bullying can be one of the most detrimental experiences in a young persons life.
Bullying involves two people, a bully or intimidator and a victim. The bully abuses the victim
through physical, verbal, or other means (Donegan, 2012). Although its importance and effects
have been highly publicized in the past few decades, the idea of bullying is not a new concept.
Bullies are typically of high social status and wish to maintain their power by lashing out at
others. Traditional bullying frequently occurs in schools, social gatherings, and in the
workplace. When one thinks of old school bullying, one might picture a jock taking a nerds
lunch, money, or homework. Others might imagine a big kid challenging a weakling to a fight at
3 p.m. in the school parking lot. Some might think of older kids simply verbally harassing a
younger student. Although this type of face-to-face bullying still occurs today, there has been a
major shift to cyber-bullying. Cyber bullying emerged when social media, blogs, chat rooms,
email, texting, and other technological means of communication became popular. The shift from
traditional to cyber bullying has created a change in the dynamics of bullying by making it more
extreme in that it enables more people to bully more frequently. Detection, prevention, and
punishment have all proven to be difficult in regards to cyber bullying and is an ongoing process
vital to the safety of todays youth.
Traditional bullying has been around since human interaction first began and is the
predecessor of cyber bullying. In order to fully understand cyber bullying, it is important to
understand the various dynamics at work in traditional forms of bullying (Kowalski, 2008).
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The term bully can be traced back as far as the 1530s (Donegan, 2012). The human instinct
for survival has always been engrained in human nature, therefore, since the beginning of time
there has been a constant drive to out-perform others and overcome obstacles (Donegan, 2012).
Many researchers believe that U.S. capitalistic society inadvertently has shaped a nation
where bullying is unintentionally instilled as a survival tactic from a very young age (Donegan,
2012). Humans are flawed. They experience feelings of jealously, insecurity, hatred,
superiority, power and other feelings that naturally lead to bullying. Often times popular kids,
jocks, and even outsiders feel the need to lower the status of others in order to maintain or gain
a sense of superiority and power (Donegan, 2012). In research of bullying, teachers conrm
that children who bully often are the most popular students in the class (Kowalski, 2008).
Typical school yard bullies tease kids based on their clothes, low social rank, lack of athletic
ability, among other things. Sometimes bullies beat kids up, steal from others, or make people
do things for them. Bullying has been around for ages, yet bullying empirical research
beganwith the focus of Norwegian researcher Dan Olweus in the late 1970s (Brank, 2012).
According to researchers there are four main types of bully: physical, verbal, relational, and
cyber bullying. The first three are the more typical and traditional types that have been around
for centuries. While the others are pretty self-explanatory and common knowledge, relational
bullying, commonly referred to as social exclusion bullying, is characterized by rumor
spreading and purposely leaving others out of activities or interactions, or withholding
friendship (Brank, 2012). Bullying is a difficult subject to research because of the subjectivity
and even simply using the word bully in research studies can decrease self-reporting rates,
which most likely stems from shame and the negative connotations bullying carries (Brank,
2012). In traditional bullying, self-report measures typically have found that boys are more
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likely than girls to bully (Kowalski, 2008). Boys are more likely to be physically and verbally
bullied, whereas girls are more likely to be victims of rumors and social exclusion. There have
been many popular movies, shows, and books with classic depictions of bullying including The
Sound of Music, The Three Stooges, The Little Rascals, To Kill a Mockingbird, West Side
Story, Leave It to Beaver, The Outsiders, Carrie, The Breakfast Club, The Karate Kid, Mean
Girls, and Speak. Even though the importance and impact of bullying was not focused on until
the late 1970s, these examples show that bullying was and continues to still be a prevalent
occurrence, especially for school kids.
With advances in communication technology, a major shift to cyber bullying has
occurred. Online blogs, email, texting, and social media sites such as Myspace, Facebook, and
Twitter became popular and kids began using these outlets as forums for emotionally abusing
others. Cyber bullying is dened as bullying through e-mail, instant messaging (IM), in a chat
room, on a Web site, or through digital messages or images sent to a cellular phone (Kowalski,
2008). Cyber bullying includes but is not limited to aming, harassment, denigration,
impersonation, outing and trickery, exclusion, and cyberstalking (Kowalski, 2008). This new
type of bullying first appeared about 10-15 years ago with the rise of the internet and cell phones.
Most parents purchase cell phones for their kids thinking that they will be used for safety
purposes and familial communication, however, many youths admit to utilizing their phones as
an instrument for cyberbullying (Donegan, 2012). Text wars are frequent forms of harassment
that involves one or more persons harassing a victim by text bombing them with rude messages
(Kowalski, 2008). Online, anonymous blogs such as College ACB and Juicy Campus were two
forums that allowed people to post insulting comments, which included harsh topics ranging
from Most Attractive to Worst HookupThese blogging sites are illustrative of the most
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dramatic forms of cyberbullying thus far (Donegan, 2012). Formspring and Ask.fm, both
popular websites where teens can ask their friends questions anonymously, are other common
places for cyber bullying. The anonymity and connection to peoples other social media sites
practically begs kids to ask cruel questions that they would not otherwise ask. The invention of
the internet, cellphones, and other telecommunications inventions have made great
breakthroughs with the way we communicate and share information, however, they have also
allowed forms of transgression to become more rampant and widespread (Donegan, 2012).
Traditional and cyber bullying have many similarities, but cyber bullying allows kids to say and
do crueler things compared to what is typical in a traditional face-to-face bullying situation
(Donegan, 2012). Bullying has shifted into cyber bullying through the new telecommunications
technology.
Many aspects of cyber bullying enable more people to become bullies and increase the
frequency of bullying. The toxic disinhibition effect, which breaks down into the ideas of
dissociative anonymity, asynchronicity, and invisibility, enables online aggression. Toxic
disinhibition is when people may be rude, critical, angry, hateful, and threatening online even
though they would not normally in the real world (Suler, 2005, p. 184). In the disinhibition
effect, people experience dissociative anonymity. Since a person can remain partially or entirely
anonymous online, they are able to detach their actions online from their in-person lifestyle and
identity, they feel less vulnerable about self-disclosing or acting out (Suler, 2005, p. 185).
Dissociative anonymity enables people who might not engage in face-to-face bullying to torment
someone online via email, social media sites etc. People often do not have to own up and admit
to their online behavior or take responsibility so they are able to compartmentalize that part of
their life, which Suler believes leads to a dissociated self (Suler, 2005, 185). Invisibility is
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another factor in cyber bullying. In most online experiences, a person remains entirely invisible.
This invisibility gives people the courage to go places and act in ways that they otherwise
would not (Suler, 2005, p. 185). When typing a message a person does not have to worry about
what they look or sound like. In everyday interactions, people tend to avert their eyes when
discussing something personal and emotional. Avoiding eye contact and face-to-face visibility
disinhibits people. Online text communication offers a built-in opportunity to keep ones eyes
averted (Suler, 2005, p. 185). Asynchronicity, which is when people do not communicate
instantly, increases the potential for cyber bullying. People can take however long they would
like to respond and not having to cope with someones immediate reaction tends to disinhibit
people (Suler, 2005, p. 185). Asynchronicity increases the likeliness for cyber bullying because
a person can avoid the situation after posting a message that feels overly personal, emotional, or
hostile (Suler, 2005, p. 186). Asynchronicity allows people to type, reread, edit, and recreate a
message loaded with every malicious thing they want to say, which makes the bullying even
worse because they do not have to think on their feet. One of the last key factors that enables
online bullying is that people are not as impacted by a persons authority online because they do
not have the power of their appearance and possessions to show their superiority. In many
online situations, everyone is on a level playing field because they have equal opportunities to
voice their opinions and do what they would like. Because of the feeling of equality, people are
much more willing to speak out or act out (Suler, 2005, 187). All of these contributors lead
more people to bully more frequently.
The effects of cyber bullying can be hard to determine, but when detectable they are very
harmful and have even lead to kids to commit suicide. Although cyber bullying was ruled out as
a key factor in Columbine, the massacre at Columbine High School in 1999 seems to have been
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pivotal in focusing attention on bullying in the United States (Kowalski, 2008). Research
shows bullying as a contributing factor in many of these crimes (Kowalski, 2008). Bullying
has an awful impact on kids mental health and criminal acts and suicides seem to illicit more
research and focus. Cyber bullying has been the latest focus of researches, the media, and bully
prevention programs. Effects of cyber and traditional bullying include low self-esteem, poor
grades, anxiety, depression, thoughts of suicide, and committing suicide. In many incidents it
can be extremely difcult for adults to identify bullying, particularly when the bullying is
subtle, unreported, or denied by students (Kowalski, 2008). Cyber bullying is especially hard to
detect because online activity is hard to monitor and unless the victim reaches out it almost
always goes unnoticed and unpunished. One of the worst aspects of cyber bullying is that it
takes the terrorization to an all new level. Tradition bullying used to be limited to face-to-face
interactions but with cyber bullying the harassment is more dangerous and harder to contain
(Donegan, 2012). With traditional bullying, kids were usually terrorized at school, walking to
and from, and occasionally at social events. With cyber bullying, kids are unable to escape from
the bullying they experience. Bullied kids no longer have a safe haven from terrorization. When
they step inside their homes they are able, and even more likely, to be bombarded with rude text
messages, Facebook messages/posts, tweets, and other forms of online harassment. The all-
consuming cyber factor leads kids to feel trapped and many become depressed and want to stop
attending school. In the worst cases, bullied kids contemplate, attempt, and commit suicide
when they reach their breaking points. Amanda Todd is a prime example of a girl who was
cyber bullied until she could not bear it any longer. A nude picture of her was circulated on the
internet, and she received numerous text messages saying that no one liked her and that they
hoped she died (NG, 2012). She moved and changed schools multiple times, but the cyber
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bullying followed her wherever she went, which ultimately led her to take her own life. A more
recent case is that of Rebecca Sedwick. She was a young teen that jumped from the top of an
abandoned concrete plant after another girl sent her online messages saying "You should die"
and "why don't you go kill yourself?" (Almasy, 2013). Even after Rebecca killed herself, the
main bully posted on Facebook "Yes IK I bullied REBECCA nd she killed her self but
IDGAF," (which stands for I Dont Give A F#%K) to show her complete lack of remorse
(Almasy, 2013). Cyber bullying, quite clearly, is able to quickly spin out of control and cause
massive amounts of damage to the victims and their families.
Cyber bullying is a significant problem today in the lives of adolescents but preventing it
and punishing the bullies can be difficult. One of the core problems is that children are often
good at hiding bullying and reluctant to report bullying that they experience or witness
(Kowalski, 2008). Schools have been trying to prevent all forms of bullying by holding
assemblies, PTA meetings, tracking bullying incidents, holding interventions, incorporating
bullying in the curricula, and holding bullying prevention programs. The problem with these
methods is that awareness does not always solve the problem. Bullies often do not respond
well to interventions and getting in trouble sometimes fuels further incidents. The core problems
with cyber bullying are laws regarding freedom of speech, opinion, and expression and whether
or not schools can interfere with students actions off-campus (Donegan, 2012). Some people
believe that schools have no business punishing kids for things they do off campus. However,
the bullying creates the feeling of an unsafe learning environment and often originates or
continues on school grounds, which muddies the water. In recent Supreme Court cases the
federal government has defined the requirements for off-campus behavior, such as
cyberbullying, to be regulated by the school (Donegan, 2012). After many cyber bullying cases
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and related suicides have been highly publicized, states have started changing their harassment
laws so that they encompass cyber bullying. Such is the case in Missouri where the law now
prohibits any electronic communication that knowingly frightens, intimidates, or causes
emotional distress (Donegan, 2012). Although progress is being made, as technology
progresses, local and national anti-bullying policies and laws must continue to evolve at a
parallel rate (Donegan, 2012). Part of solving the problem of cyber bullying includes teachers,
parents, school officials, and anyone who interactions with kids to know the bullying or
harassment law specific to his or her state, the physical and emotional signs of bullying, and
how to report a case (Donegan, 2012). Prevention and punishment have been difficult processes
because of preexisting laws, and a lack of information and understanding.
Cyber bullying is one of the most widespread problems plaguing the youth of the world.
Bullying has shifted into cyber space and it has become encompassing through the use of text
messages, social media sites, chat rooms, blogs, and other online communications. Many factors
of cyber bullying enable more people to bully more frequently. Cyber bullying can be very hard
to detect before it damages kids emotional health and causes them to become depressed or
commit suicide. Prevention and punishment of cyber bullies has proven to be difficult but
progress is being made. Bullying is one aspect of childhood that should not be seen as a part of
growing up or kids just being kids. Words hurt more than most people would like to let on and
can be very destructive to kids in a time of adjustment and insecurity. No child should feel
unsafe at home or in school because of cyber bullies.



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Works Cited
Almasy, Steve, Kim Segal, and John Couwels. "Sheriff: Taunting post leads to arrests in
Rebecca Sedwick bullying death." CNN Justice. CNN, 16 Oct. 2013. Web. 27 Oct. 2013.
<http://www.cnn.com/2013/10/15/justice/rebecca-sedwick-bullying-death-arrests/>.
Brank, Eve M., Lori A. Hoetger, and Katherine P. Hazen. "Bullying." Annual Review of Law and
Social Science 8 (2012): 213-30. Annual Reviews. Web. 27 Oct. 2013.
<http://www.annualreviews.org/doi/pdf/10.1146/annurev-lawsocsci-102811-173820>.
Donegan, Richard. "Bullying and Cyberbullying: History, Statistics, Law, Prevention and
Analysis." The Elon Journal of Undergraduate Research in Communications 3.1 (2012):
n. pag. Elon University. Web. 27 Oct. 2013. <https://www.elon.edu/docs/e-
web/academics/communications/research/vol3no1/04DoneganEJSpring12.pdf>.
Kowalski, Robin M., Susan P. Limber, and Patricia W. Agatston. Cyber Bullying: The New
Moral Frontier. N.p.: n.p., 2008. Wiley Online Library. Web. 27 Oct. 2013.
<http://onlinelibrary.wiley.com/doi/10.1002/9780470694176.ch1/pdf>.
NG, Christina. "Bullied Teen Amanda Todd's Death Under Investigation." abc News. ABC, 16
Oct. 2012. Web. 27 Oct. 2013. <http://abcnews.go.com/US/bullied-teen-amanda-todds-
death-investigation/story?id=17489034>.