‘We always torment different people, so by definition, we are no bullies’: The problem of definitions in cyber-bullying research

an article by Jette Kofoed (Aarhus University, Denmark) and Elisabeth Staksrud (University of Oslo, Norway) published in New Media & Society Volume 21 Issue 4 (April 2019)

Abstract

In this article, we investigate the power of prevailing definitions within the research field of cyber-bullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyber-bullying and its consequences.

We analyse how the definition of cyber-bullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings.

The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyber-bullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work.

Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.

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Target experiences of workplace bullying on online labour markets: Uncovering the nuances of resilience

an article by Premilla D’Cruz and Ernesto Noronha (Indian Institute of Management Ahmedabad, Ahmedabad, India) published in Employee Relations Volume 40 Issue 1 (2018)

Abstract

Purpose
The purpose of this paper is to report a study of bullying on online labour markets (OLMs), highlighting how abuse unfolds in digital workplaces and depicting the trajectory of target resilience.

Design/methodology/approach
Adopting van Manen’s hermeneutic phenomenology, targets’ lived experiences of bullying on OLMs was explored. Data gathered from Indian freelancers located on Upwork via conversational telephonic interviews were subjected to sententious and selective thematic analyses.

Findings
The core theme of “pursuing long-term and holistic well-being” showed how targets tapped into yet augmented their resilience while navigating the features of OLMs as they coped with their experiences of bullying. The interface between targets’ internal and external resources, including platform support, vis-à-vis the concreteness and permanence of the site as targets asserted agency, sought control and realized positive outcomes while preserving their reputation, relationality, success and continuity was captured. It may be noted that bullying in digital workplaces is exclusively virtual in form.

Research limitations/implications
Alongside theoretical generalizability, statistical generalizability of the findings should be established.

Practical implications
Recommendations for action for platforms and targets are forwarded. In particular, the critical role of formal workplace support in influencing employee resilience is emphasized.

Originality/value
The paper makes several pioneering contributions. First, it reports the first empirical inquiry examining bullying in digital workplaces. Moreover, OLM research on abuse and harassment has not been undertaken so far. Second, it furthers theorization of resilience, especially with regard to workplace antecedents. Apart from identifying the new organizational antecedent of formal workplace support, it uncovers the complexities of resilience. Third, it extends knowledge on workplace cyberbullying, positive outcomes of workplace bullying and OLMs in India.

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December article

Determining Factors for Cyberbullying Prevention Programmes

an article by Cristina Hennig Manzuoli and Liliana Cuesta Medina (Universidad de La Sabana, Chía, Colombia) published in International Education Studies Volume 10 Number 12 (2017)

Abstract

This study reports on the first stages of a larger project to develop an ICT-supported cyberbullying prevention programme that fosters development of children’s communication skills for the safe use of social media.

To establish baseline data on the incidence and growth of cyberbullying in Bogotá, Colombia, we applied a Revised School Violence Questionnaire (CUVE-R) to a population of 1355 fifth-grade pre-adolescents.

The results show that cyberbullying is at an early stage in the surveyed educational institutions, and we make specific recommendations on developing cyberbullying prevention programmes that foster effective communication and self-regulatory skills supported by multimodal strategies and ICT tools.

Full text (PDF 9pp)

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Cyber bullying and teachers’ awareness

an article by Baris Sezer (Hacettepe University, Ankara, Turkey) Ramazan Yilmaz and Fatma Gizem Karaoglan Yilmaz (Bartin University, Bartin, Turkey) published in Internet Research Volume 25 Issue 4 (2015)

Abstract

Purpose
The purpose of this paper is to determine the awareness levels of teachers with regard to cyber bullying. In line with this purpose, the extent of awareness levels of teachers in general, regarding the issue of personal cyber security in their daily lives and the precautions that can be taken in this context have been measured.

Design/methodology/approach
Survey method is used in this study. The participants of this research were 184 teachers working at various provinces in Turkey during 2012-2013 academic year. A scale was used in this study.

Findings
The findings of the study reveal that the teachers in the sample group of the study have an average level of awareness on cyber bullying, in general. According to the findings of the study, based on branch, gender and frequency of internet use, there are statistically significant differences among teachers’ awareness levels on cyber bullying.

Research limitations/implications
The data collection tool used for the study is a self-report scale and it is restricted to determining the awareness levels of teachers with respect to personal cyber security within the context of cyber bullying awareness and the precautions that need to be taken in this respect.

Practical implications
The data obtained from the study, the authors have conducted, can contribute to updating in-service and pre-service educational contents developed for teachers and prospective teachers, by providing insight for the policy makers.

Originality/value
It is believed that this research will contribute to the literature. On the other hand, this study will guide the policy makers/implementers in Turkey, as well.

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Empirical Study of Cyber Harassment among Social Networks

an article by Joanne Kuzma (Worcester Business School, University of Worcester, Worcester, UK) published in International Journal of Technology and Human Interaction Volume 9 Issue 2 (2013)

Abstract

The growth of Online Social Networking sites has brought new services and communication methods to consumers. However, along with benefits, serious problems such as online cyber harassment have recently come to the forefront of the electronic media. This behaviour can have significant negative effect on individuals, businesses and the social networks.

Some sites have begun to provide some levels of protection and create specific anti-harassment policies in their terms of service along with implementing protection technologies. However, these protective measures are not consistent among social media, leaving some consumers at greater risk.

This study analysed 60 worldwide social sites and determined the level of cyber-harassment protection. It reviewed statistical differences among geographical-based social networks. The results showed significant gaps among various social networks, but suggests methods for improving consumer safeguards to provide consistent levels of protection.

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Virtual Abuse: The Issue of Cyberbullying

an article by José Pinheiro Neves and Luzia de Oliveira Pinheiro (University of Minho, Portugal) published in International Journal of Technoethics Volume 1 Number 3 (July-September 2010) recently published in full

Abstract

Cyber-bullying has become a major social concern because it raises questions about technoethics.

It has been the subject of research, information and prevention activities for different groups to protect against the misuse of technology, and because of that, this paper is based on an exploratory study about the sociological phenomenon of cyber-bullying among Portuguese university students.

The paper stresses the connection between the concepts of bullying and cyber-bullying while promoting a flexible epistemological model that highlights the emerging nature of these phenomena based on the theoretical contribution of Gregory Bateson.

In the end, the authors present the main conclusions of the empirical study.

Full text (PDF 10pp) (free registration required)

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Social Relations and Cyberbullying: The Influence of Individual and Structural Attributes on Victimization and Perpetration via the Internet

an article by Ruth Festl (University Hohenheim, Stuttgart, Germany) and Thorsten Quandt (University of Münster, Germany) published in Human Communication Research Volume 39 Issue 1 (January 2013)

Abstract

Current research indicates that an alarming number of students are affected by cyberbullying.

However, most of the empirical research has focused on psychological explanations of the phenomenon.

In an explorative survey study based on the reconstruction of 2 complete school networks (NP = 408), we expand the explanation strategies of cyberbullying to higher levels of social abstraction.

Using statistical and structural analysis, and visual inspection of network environments, we compare explanations on individual and structural levels.

In line with previous research, the findings support traditional explanations via sociodemographic and personality factors.

However, the findings also reveal network positioning to be a comparably strong predictor for cyberbullying.

Therefore, we argue that without taking structural factors into account, individual explanations will remain insufficient.

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Bullying Enters the 21st Century? Turning a Critical Eye to Cyber-bullying Research

an article by Carla Cesaroni, Steven Downing and Shahid Alvi (University of Ontario Institute of Technology, Canada) published in Youth Justice Volume 12 Number 3 (December 2012)

Abstract

Current concerns around cyber-bullying emphasize child-victims and have prompted calls for understanding and reaction to an alleged new type of child-offender.

Though there is little doubt that cyber-bullying is a phenomenon with potential for real harm, there remain a number of critical gaps in the cyber-bullying literature.

This article has two primary goals:

• to confront some methodological issues surrounding the study of cyber-bullying; and
• to draw attention to the potential of established criminological theories of delinquency for explaining cyber-bullying.

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High School Students’ Perceptions of Coping With Cyberbullying

an article by Leandra Parris, Kris Varjas, Joel Meyers and Hayley Cutts (Georgia State University, Atlanta, USA) published in Youth & Society Volume 44 Number 2 (June 2012)

Abstract

Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying.

Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying.

Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying.

These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.

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Are Cyberbullies really bullies? An investigation of reactive and proactive online aggression

an article by Danielle M. Law, Jennifer D. Shapka and Monique H. Gagné (The University of British Columbia, Vancouver) and José F. Domene (University of New Brunswick, Fredericton, Canada) published in Computers in Human Behavior Volume 28 Issue 2 (March 2012)

Abstract

Cyberbullying, or online aggression, is an issue of increasing concern, however, little research has been conducted on the motivations underlying this form of aggression.

Using a mixed-method approach, by means of survey and interview data, we explored whether online aggressive acts were motivated by proactive (intentionally aggressing to obtain a resource or a goal), and/or reactive (aggression that occurs in reaction to provocation) reasons.

Participants for the survey portion of the study included 733 adolescents between the ages of 10 and 18, while a subset of 15 adolescents participated in semi-structured interviews. Factor analysis revealed that, in contrast to traditional forms of bullying, adolescents do not identify themselves according to the role they played in an internet aggressive situation (i.e. bully, victim, witness), but according to the method of aggression they used (i.e. sending mean messages, posting embarrassing photos, and developing hostile websites).

More interestingly, regression analyses demonstrated that motivations for aggressing online also varied according to method of aggression rather than role. For example, adolescents who chose to aggress by posting mean messages or posting embarrassing photos were more likely to do so for reactive reasons, while adolescents who spent time creating hostile websites did so for proactive reasons.

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Cyberbullying: ...

Labels, Behaviours and Definition in Three European Countries

an article by Annalaura Nocentini and Ersilia Menesini (University of Florence, Italy), Juan Calmaestra and Rosario Ortega (University of Cordoba, Spain) and Anja Schultze-Krumbholz and Herbert Scheithauer (Freie Universität Berlin, Germany) published in Australian Journal of Guidance and Counselling Volume 20 Issue 2 (December 2010)

Abstract

This study aims to examine students’ perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to:

1. the term used to label cyberbullying,
2. the different behaviours representing cyberbullying, and
3. the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity.

Results showed that the best word to label cyberbullying is “cyber-mobbing” (in Germany), “virtual” or “cyber-bullying” (in Italy), and “harassment” or “harassment via Internet or mobile phone” (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.

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