I . Introduction
The topic of bullying is widely discussed today. Yet with the emergence of new technologies and the popular use of the Internet, the topic of cyber bullying has become quite popular.
No wonder, since many children and adolescents are stumbling into this issue today. Importantly, online bullying (or cyber bullying) can be even more detrimental to one’s psyche than regular bullying. In particular, because the individual is left one-on-one with the bully in a virtual space where he or she cannot seek protection.
Luckily, I did not have any personal experiences where I was bullied online. However, I had friends who encountered this phenomenon in their lives and shared their sad experiences with me. Furthermore, in order to make my arguments more credible, I have conducted a thorough research of the topic.
This way, I will be able to present a most honest account of the issue of cyber bullying. In any case, cyber bullying can have numerous detrimental effects for one’s psyche.
As to why it happens, just like with any other type of bullying, it may be the bully’s way of expressing his or her inner conflict by playing out the aggressor-victim situation with another individual.
Interestingly, cyber bullying is a phenomenon which is especially widespread among the younger population; therefore, I will focus on this age group in this speech.
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II. Body
Hoff and Mitchell (2008) explain in their article that cyberbullying can be “deliberate and relentless” (p. 653), having numerous effects for the victims.
Cyberbullies have endless access to their victims. They often hide their true identities and use “well-hidden internet protocol addresses” (Hoff & Mitchell, 2008, p. 653).
Sometimes, even blocking the cyber bully online is not enough, since the bully may find new ways to reach the victim.
Essentially, cyber bullying (like any other type of bullying) can effect the student’s capacity to learn at school.
Victims of online bullying may experience various emotional affects, such as feelings of helplessness, depression, anxiety, and numerous others.
Some parents are in denial that their child can be a cyber bully (Hoff & Mitchell, 2008). This makes it difficult to address the issue.
Without the cyber bully’s parent’s support, when administrators or teachers attempt to intervene, little (or no) change can be achieved. It is crucial that parents and school staff become actively engaged for resolving the issue.
Essentially, we should keep in mind that cyber bullying effects do not go away when the abuse is over.
The effects of bullying and cyber bullying can be especially detrimental and persist well into adolescence (Cowie, 2013).
Research demonstrates that college students who once endured cyber bullying were more likely to experience depression, paranoia, or anxiety (Cowie, 2013).
These individuals reported feeling unsafe and having a feeling of not being supported by others.
Victims of cyber bullying can be targeted anywhere and anytime.
This makes them especially vulnerable, as they can never prepare fully for the “attack.”
Online, it is much easier to be a bystander.
Special classes/sessions should be organized, where students are taught “to behave actively as bystanders” (Cowie, 2013, p. 168).
The topic of power imbalance should be addressed more closely when it comes to cyber bullying.
Technology has its own ways of creating “power imbalance” (Vaillancourt et al., 2017).
The bully’s status is identified via the number of followers and supporters he or she has (which signifies his or her online status).
The victim may feel intimidated if he or she has fewer online supporters.
While the bully’s supporters may not directly support his/her actions, the victim may still feel that the person with the higher online status has more power.
If more people spoke up to protect the person who is being bullied, this myth could be deconstructed.
Humiliating messages and/or images that were previously sent to the bully when the relationship was good could be used to destroy/affect the victim’s reputation (Nixon, 2014).
This is the most tricky situation, when personal data cannot be erased from another person’s database/computer. This is certain to create a power imbalance. Young people should be taught how to self-protect in such situations.
With all that has been said, it is crucial that we explore what can be done to lower the levels of cyber bullying, especially among children and teenagers.
III. Conclusion
Cyber bullying is dangerous; it may lead to some unfortunate psychological consequences for the victim.
Children/teens who were bullied have higher suicide rates (Nixon, 2014). Therefore, it is crucial that young people are protected from the dangers of online bullying at all costs.
This can be done through special training and programs administered in schools where students learn to protect their information and to be active bystanders (vs. passive bystanders).
Since this issue mostly affects young people, it is crucial that adults become actively engaged, helping students fight off online bullies.
This way, a traumatic situation can be turned into a resourceful one.
When young people learn that they can be stronger than the circumstances and feel supported by the other students and adults, they will feel motivated and inspired.
What is more, we should remember that the bully also needs help and support, since he or she would not have become a bully if it were not for some deep inner psychological conflicts.
Do you want to read more college essay examples on cyber bulling? Make sure to check them out!
- Cowie, H. (2013). Cyberbullying and its impact on young people’s emotional health and well-being. The Psychiatrist, 37, 167-70.
- Hoff, D. L., & Mitchell, S. N. (2008). Cyberbullying: Causes, effects, and remedies. Journal of Educational Administration, 47, 652-65.
- Nixon, C. L. (2014). Current perspectives: The impact of cyberbullying on adolescent health. Adolescent Health, Medicine and Therapeutics, 5, 142-58.
- Vaillancourt, T., et al. (2017). Cyberbullying in children and youth: Implications for health and clinical practice. Canadian Journal of Psychiatry, 62(6), 368-73.
