This site addresses the topic of bullying on social media. The author has provided a thorough explanation of the vice and postulated a correlation between it and high school students and teachers in a school setting based on research-based results. Additionally, a list of social media abuse mitigating factors has been created to help stop the practice. This article's author used a critical approach, interviewing 148 students for 45 minutes each based on their focus groups. Students` counselors of similar sex as the different focus groups had the responsibility to pause scripted questions to their peers, who had been divided by gender. The outcome of this study was that most high school students recognize social media bullying is a serial problem. Nevertheless, the stakeholders hardly consider the challenge, and hence the victims of cyberbullying end up desperate after remaining neglected. Moreover, even though cyberbullying outside of school is more prevalent than before, that which is orchestrated within the school precincts is intensifying. Students suggested ways of eliminating the problem of the removal of such websites. Therefore, despite this article being lengthy, it remains favorite for this assignment because the author addresses pertinent issues in details.
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36(2), 341–350. https://doi.org/10.1016/j.adolescence.2012.12.001
This article deals with the adverse impact of cyberbullying among high school students. The author discusses in volumes matters related to suicide, depression, victimization and bullying experiences among students of the adolescent age groups. The methodology used in this source was through the critical interviewing of 1491 high school students from different learning centers, as was guided by the Youth Risk Behavior Survey the year 2009 data. The findings by the researcher indicate that cyberbullying and suicidal behavior are linked to depression among the minors, but with varying intensities among male and female students. For instance, exclusively among the females, depression was a core mediator of social media bullying and suicidal cases. Nevertheless, the author utilizes complicated diction making comprehension to the reader not expressly explicit. However, the article is very hand because therein is analyzed the need for ruling out depression among the adolescents, and hence creating a platform for eliminating suicidal thoughts and cyber-related bullying that compromise the sobriety of vulnerable minors.
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff. School Psychology Review, 36(3), 361–382. Retrieved from http://search.proquest.com/docview/219657357?accountid=48891
This article discusses social media bullying in high schools, and how the vice has hit a new peak in the recent past. The author appreciates that cyberbullying has attracted concern. However, he regrets why stakeholders do not criticize the relationship between staff `s and students` perception of cyberbullying, social and traditional norms, the severity of the vice, as well as the needed response to social media bullying. The methodology engaged by the researcher in this source entailed random sampling of students and staff whereby n=15185 and n= 1547 for students and staff respectfully across different high schools. The outcomes realized by the author involve arguments that staff often underestimate the intensity of social media bullying that their students experience. Moreover, staff members who had been bullied before expressed interested in the program and suggested better ways of mitigating cyberbullying.
Eşkisu, M. (2014). The Relationship between Bullying, Family Functions, Perceived Social Support among High School Students. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2014.12.412
Bullying affects its victims directly. However, the challenge remains to be an issue of great concern for the whole society. Founded on this premise, the author of this article argues out his case to demystify the role of social support, the respective families, and the individuals affected when it comes to social media related bullying. The methodology utilized in this study involved a group of 683 high school students, whereby Family Assessment Device, Students Relations Attitude Scale, and Perceived Social Support Scale were engaged in data collection. The analysis of data was done by ANOVA, Pearson Moment Correlation Coefficient, and t-Test. The results indicate that the social behavior and the bullying personality of students on social media are directly related. Furthermore, self-confidence and avoidance of social media bullying are proportionate to the subscales of perceived social support. Finally, students who were reported as bullies came from dysfunctional families, had bully personalities and lacked teacher support. While this source does not deal directly with cyberbullying, it gives insight to the audience about the role different parties play in the process.
Gini, G. (2006). Bullying as a social process: The role of group membership in students’ perception of intergroup aggression at school. Journal of School Psychology, 44(1), 51–65. https://doi.org/10.1016/j.jsp.2005.12.002
This author takes an all different trajectory in its literature, to the extent of addressing how groups and variability in human factions affect and therefore influence perception and behavior. Based on this platform, a research study in this source thrives on the argument of how the various groups of students influence each other when it comes to social media bullying. Hence the severity of the vice is dependent on the degree of recognition of whether it appears grave or not by the members of the group. The methodology applied in this article entailed a group of 455 high school students, who were assigned a story to read. The theme in the story was a conversation between the cyberbully versus his victim. Therefore, elements of attribution of punishment, blame, and general reaction to the storyline was queried among different groups of students. The result and hence the response among students was compromised by bias. Those who played the role of either the victimised or the bully appeared to favor their segment without sound research. Nevertheless, the role of the teacher in the storyline was the climax of the theory, as female students condemned caning and perceived it as bullying as opposed to boys. Therefore, this source gives a real picture of how bullying feels like among high school students, both traditional and social media bullying.
Gofin, R., & Avitzour, M. (2012). Traditional versus internet bullying in junior high school students. Maternal and Child Health Journal, 16(8), 1625–1635. https://doi.org/10.1007/s10995-012-0989-8
This article stands out of the rest though it argues on the same theme; social media bullying in high schools.The author takes most of his time researching about the relationship between traditional bullying and the internet bullying. Furthermore, the elements of the environment, family, personality, and nature of school surroundings are highlighted. The characteristics of those who fall culpable too, and hence the perpetrators of cyberbullying are discussed as well. High school students between 12 to 14 years were randomly selected, whereby n=2610; and this was critical in the methodology segment to collect data. The school was composed of both secular and religious students whose participation in the answering of family related, addressing personalities, school characteristics, and an anonymous questionnaire was diverse. It was realized that 24 percent of the students were either traditional or internet bullies. While males were more of regular perpetrators, girls who seemed socially compromised emerged as critical cyber bullies. While bullying affected both genders, girls found school more frightening when bullied on social media. This source is essential for this assignment because of its detailed literature.
Juvonen, J., & Gross, E. F. (2008). Extending the school grounds? - Bullying experiences in cyberspace. Journal of School Health, 78(9), 496–505. https://doi.org/10.1111/j.1746-1561.2008.00335.x
The subject matter in this source is that social media bullying is apparently affecting millions of high school students, and hence a national disaster. Furthermore, the author for the better part discusses how cyberbullying is not limited to school environment but spreads across the mainstream media considering the twenty-first-century technology in the segment of communication. In conclusion, the article came up with an evidence-based understanding of how in-school and online bullying affects students and its aftermath post-adolescence. The methodology included the online interview through an anonymous website for the adolescents, secondary school going age, between 1w2 and 17 years. The finding after one year of monitoring indicated 75 of the cases have experiences at least 1 case of social media bullying, 85 percent of which had been bullied traditionally in school. While messaging instantly characterized cyberbullying, school-based bullying entailed name calling. The language used by the author is easy to understand hence the suitability of this article.
Kowalski, R. M., & Limber, S. P. (2007). Electronic Bullying Among Middle School Students. Journal of Adolescent Health, 41(6 SUPPL.). https://doi.org/10.1016/j.jadohealth.2007.08.017
This source analyses systematically the role of technology in present-day unusual coexistence among youth. The author maintains that social media bullying has been sustained on the platform of advanced and diverse means of social media interactions among the high school going, adolescents. The article highlights avenues like a chat room, e-mail, on the website, instant messaging, and image dissemination are the core of online bullying. The methodology focused on high school students, whereby n=3767. The teens from the southern American states answered a structured questionnaire each, whose elements featured participants both as the assaulted and perpetrators of social media bullying. The findings showed that 11 percent of the students had been bullied in the past month, whereas 4 percent of them agreed to have been perpetrators of bullying online. Electronic bullying is of significant importance, considering that the bullied did not know their attackers, and the manifestation was widespread. Though this source is limited in details, its relevance to the topic under study makes it indispensable.
Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1 SUPPL). https://doi.org/10.1016/j.jadohealth.2012.09.018
This article is procedural in approach, and it is a case study in its basic form. The author critically assembles data to feature the elements of traditional bullying and social media bullying. The relationship between the two facets of bullying is brought out in both children and adolescents, regarding the response of those who are affected. Furthermore, the physiological, psychological, and physical health of the concerned children and young people (high school going) are highlighted. From grade 6 through to 12, n-931 students completed a questionnaire about social media bullying and traditional harassment. In the methodology, the survey was structured to portray elements of academic performance, physical wellbeing, depression, anxiety, school attendance, and self-esteem. The findings indicated that students who experienced cyberbullying attained poor scores regarding academic, physical, and self-esteem performances. Therefore, this source is critical in acting as an indicator of how severe cyberbullying turns out to be.
Kubiszewski, V., Fontaine, R., Potard, C., & Auzoult, L. (2015). Does cyberbullying overlap with school bullying when taking modality of involvement into account? Computers in Human Behavior, 43, 49–57. https://doi.org/10.1016/j.chb.2014.10.049
In summary, this article deals with how the performance of students and the typical school environment are the only bothers that compel professionals to research about social media bullying. Nevertheless, the author challenges his audience to be more critical about perpetrators versus those bullied in the school environment, and whether the relationship between the two cases is to any significant degree to trigger means for mitigating the vice. Indeed, the relationship between the two would later occupy a pivotal augment in the discussion of the findings and hence the conclusion of this source. The methodology entailed 1422 high school students, with 57 and 43 percent boys and girls respectfully. The findings were that there was significant overlap between in-school and social media bullying, except that those who participated in the latter seldom got involved in the former and vice versa. Nevertheless, with 69 percent of the participants linked to cyberbullying, it was alarming enough to tag social media bullying as a worrying vice in high schools.
Litwiller, B. J., & Brausch, A. M. (2013). Cyber Bullying and Physical Bullying in Adolescent Suicide: The Role of Violent Behavior and Substance Use. Journal of Youth and Adolescence, 42(5), 675–684. https://doi.org/10.1007/s10964-013-9925-5
This article articulates that both the physical and mental safety of high school students is critical, and all vices that put the same status of wellbeing at stake ought to be mitigated, fast. Nevertheless, the author notes that with the sophistication of technology, embracing bullying at the expense of a healthy learning environment has become a new standard. The author, using research data, criticises suicidal behavior, school dropout, physical abuse, compromised social relationships and violence as all linked to cyberbullying either directly or indirectly; among the adolescents. The methodology entailed the collection of data from high school students from risky regions, in public school and with 67 percent of them being females. The findings were that social media bullying compromised sexual behavior, academic performance, self-esteem, and accentuated violence as well as suicidal habits. The many peers review articles the author referenced makes this source reliable.
Mao, J. (2014). Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behavior, 33, 213–223. https://doi.org/10.1016/j.chb.2014.01.002
This article expounds more based on research findings of social media bullying. The author discusses in detail the perception of social media and related technology by high school students. Moreover, the affordance of electronic communication devices like smartphones, beliefs, and attitudes of the students are examined. The methodology engaged in this article is that of the explanatory sequential mixed methods design. The findings realized include the reality that 89 percent of high school students survive on social media and the source of social connections and leisure. While teacher on limited occasions could cite social media for academic purposes, students are on their part more overindulged, and on informal backgrounds. Nevertheless, the beliefs and attitude of students toward social media are warming, and hence the platform for e falling prey to cyberbullying in large numbers. This source is voluminous hence cannot be read at a single sitting. However, it is detailed to serve its purpose.
Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S. (2010). Cyberbullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80(3), 362–374. https://doi.org/10.1111/j.1939-0025.2010.01040.x
This article talks about the many research studies that have been conducted over social media bullying, yet a large degree of them have been skewed in focus, dealing only with limited issues. Nevertheless, the author herein deals with diverse elements that are pertinent to cyberbullying, notwithstanding culture, age, traditional and religious diversity as well as personalities. As such, the source explains in detail the prevalence, diversity, differential experience, and impact, which formed part of the methodology. From a vast and diverse urban setting, high school students were randomly selected to the tune of n=2186. Some of the elements exploited in the study include the cyberbullying narrative, utilization of technology by teenagers, how it feels to be bullied on social media as well as its psychological impact. While 33.7 percent accepted to have been perpetrators, 49.6 percent had fallen victims to cyberbullying. The affected felt depressed, sad, and had vengeful feelings, which led to unhealthy social life. This article is detailed to the latter and its diction easily comprehensible.
Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the olweus bullying prevention program. American Journal of Orthopsychiatry, 80(1), 124–134. https://doi.org/10.1111/j.1939-0025.2010.01015.x
This source notes the new twist that has embraced social media bullying. Moreover, the new roles stakeholders, policymakers, parents, teenagers, and media have taken of critical concern in the source. The research in his methodology engaged The Olweus Bullying Prevention Program (OBPP) which was designed and tailored for improving social relations among high school students hence mitigating bullying. The Norwegian schools have been utilized as case studies in this study, considering that most published papers engaged by the authors were Norway based. Moreover, a source from the US was very hand in this research, considering that 67 percent of the author`s bibliography has been heavily cited in-text, and is American linked. It was realized from the study that social media bullying is a widespread problem, not only in the west and Europe but also in Asia and across Africa. This article is very hand because it gives a global picture of what social media bullying among teenagers is really like.
Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43(3), 564–575. https://doi.org/10.1037/0012-1649.43.3.564
This article talks about the presence and availability of facilitating factors for any social problem in any given human generation. It is evidenced from the arguments therein that the supply of modern day technology in the discipline of communication has laid a formidable platform upon which cyberbullying thieves. Four decades back, traditional bullying was in the mainstream of discussions, however, apparently, social media bullying is the new vice in the society, which has affected the social, psychological, and emotional development of teenagers adversely. The methodology of this source entailed 84 adolescents who participated in questionnaire feeling, with most question propping them to air their experiences on cyberbullying as well as traditional bullying. According to the students, online and traditional bullying was equally discomforting. Nevertheless, whereas traditional bullies were capable of cyberbullying, it was not true for social media bullies to be traditional radical bullies. This article is partial in its explanations. Hence it fundamentally serves as a complementary reference.
Şahin, M. (2010). Teachers’ Perceptions of Bullying in High Schools: A Turkish Study. Social Behavior and Personality: An International Journal, 38(1), 127–142. https://doi.org/10.2224/sbp.2010.38.1.127
This article deals in volumes with the perception of other stakeholders on matters student related high school social media bullying. For instance, the understanding and actions of educators are held in esteem by the author. The case is practically relevant to the Turkey schools, including Trabzon between 2006 and 2007. The methodology entailed an interview which was misconstrued in nature and was given to 10 high school teachers. The constant comparative approach was utilized when it came to data analysis. The findings of the study indicate that 80 percent of teacher interpret bullying as a form of demanding through violence; for one's rights. Moreover, visual media, parental relationships, economic backgrounds, and social relationships were core factors that dictated the elements of cyberbullying among the adolescents. It was realized that teachers actively participate in curriculum and policy-making to mitigate internet bullying, which makes this article suitable because of its future-oriented strategy.
Schneider, S. K., O’donnell, L., Stueve, A., & Coulter, R. W. S. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health. https://doi.org/10.2105/AJPH.2011.300308
In summary, this source deals with the prevalence of bullying in secondary schools. Data were collected from regional schools to achieve relevance of the discussions and analysis. The methodology of this article entailed the ninth through to the twelfth-grade students in Massachusetts whereby n=201406 in 2008. The elements criticised included psychological distress, academic performance, suicidal thoughts, self-inflicted injuries, and bullying victimization through questionnaire administration. In the findings, while 15.8 students reported having been bullied in school, in the past 12 months, 25.9 students had been social bullying perpetrators. The percentage of those bullied online (36.4 percent) was lower than those bullied traditionally at school (56.8 percent). Low attachment to the school environment and poor academic performance was reported amongst those bullied. The diction applied in this article is not expressly understandable despite the many facts the author presents in his arguments.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber. Journal of Adolescent Health, 45(4), 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021
This article discusses four major elements of secondary school social bullying, about pertinent factors like parental support, sociodemographic characteristics, and friendships. Methodology entailed the collection of data from 6 to 12 grades, whereby n-7182 through the Health Behavior in School-Aged Children (HBSC). Factors like verbal, physical, and relational nature of bullying were examined by the Olweus Bully/Victim Questionnaire. The four factors studied entailed categories of; those bullies, not involved, the victims, and the bullies. The predictors were parental relationships, those involved, friends, and sociodemographic variability. The prevalence of bullying in high schools for the previous two months had occurred at 20.8, 53.6, 51.4, and 13.6 percentages for physical, verbal, social, and social media bullying respectfully. Whereas boys were more of physical bullies, girls appeared in higher degrees for online bullying. This article is critical in predicting different variables pertinent to cyberbullying.
Wohn, D. Y., Ellison, N. B., Khan, M. L., Fewins-Bliss, R., & Gray, R. (2013). The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens. Computers and Education, 63, 424–436. https://doi.org/10.1016/j.compedu.2013.01.004
This article analyses the role parents, teachers, friends, social media, and other forms f social capital play in influencing cyberbullying. The methodology entailed questionnaire filling for high school students, with n=504. It was realized that social media plays a fundamental role in the lives of students whose parents never graduated from college when it comes to cyberbullying. Furthermore, it was realized that later in life, students who were bullied at high school level had hard times catching up with their peers regarding social relations at the college level. This article has a weakness in its application in that it is lengthy and hence tedious to read. Furthermore, the type of language used is not expressly explicit. Nevertheless, because of its detailed research-based arguments, it remains suitable for this assignment.
Young-Jones, A., Fursa, S., Byrket, J. S., & Sly, J. S. (2015). Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education. Social Psychology of Education, 18(1), 185–200. https://doi.org/10.1007/s11218-014-9287-1
In the US, mainstream media has been a strategic tool for creating awareness about the escalating cases of social media bullying in the country and beyond. The outcomes of bullying ripple beyond the victims and the perpetrators, to include parents, [policy makers and other administrators. While, the author, indicates that in former days bullying used to degrees with age, apparently, with the inception of technology, cyberbullying has become rampant even in the colleges. Therefore, the author discusses the relationship between high school and college bullying, regarding academic performance, self-esteem, mental distress, and social support. The methodology entailed participants to the tune of n=138, with a scale of; Basic Psychological Needs Scale, Bullying Questionnaire, Perceived Stress Scale, and Academic Motivation Scale. The outcome was that bullying is a vice affecting the whole society. Furthermore, secondary students who are emotionally and mentally disturbed have long-term effects up to their college life. This article is highly referenced hence its reliability.
References
Agatston, P. W., Kowalski, R., & Limber, S. (2007). Students’ Perspectives on Cyber Bullying. Journal of Adolescent Health, 41(6 SUPPL.). https://doi.org/10.1016/j.jadohealth.2007.09.003
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36(2), 341–350. https://doi.org/10.1016/j.adolescence.2012.12.001
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff. School Psychology Review, 36(3), 361–382. Retrieved from http://search.proquest.com/docview/219657357?accountid=48891
Eşkisu, M. (2014). The Relationship between Bullying, Family Functions, Perceived Social Support among High School Students. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2014.12.412
Gini, G. (2006). Bullying as a social process: The role of group membership in students’ perception of inter-group aggression at school. Journal of School Psychology, 44(1), 51–65. https://doi.org/10.1016/j.jsp.2005.12.002
Gofin, R., & Avitzour, M. (2012). Traditional versus internet bullying in junior high school students. Maternal and Child Health Journal, 16(8), 1625–1635. https://doi.org/10.1007/s10995-012-0989-8
Juvonen, J., & Gross, E. F. (2008). Extending the school grounds? - Bullying experiences in cyberspace. Journal of School Health, 78(9), 496–505. https://doi.org/10.1111/j.1746-1561.2008.00335.x
Kowalski, R. M., & Limber, S. P. (2007). Electronic Bullying Among Middle School Students. Journal of Adolescent Health, 41(6 SUPPL.). https://doi.org/10.1016/j.jadohealth.2007.08.017
Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1 SUPPL). https://doi.org/10.1016/j.jadohealth.2012.09.018
Kubiszewski, V., Fontaine, R., Potard, C., & Auzoult, L. (2015). Does cyberbullying overlap with school bullying when taking modality of involvement into account? Computers in Human Behavior, 43, 49–57. https://doi.org/10.1016/j.chb.2014.10.049
Litwiller, B. J., & Brausch, A. M. (2013). Cyber Bullying and Physical Bullying in Adolescent Suicide: The Role of Violent Behavior and Substance Use. Journal of Youth and Adolescence, 42(5), 675–684. https://doi.org/10.1007/s10964-013-9925-5
Mao, J. (2014). Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behavior, 33, 213–223. https://doi.org/10.1016/j.chb.2014.01.002
Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S. (2010). Cyber bullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80(3), 362–374. https://doi.org/10.1111/j.1939-0025.2010.01040.x
Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the olweus bullying prevention program. American Journal of Orthopsychiatry, 80(1), 124–134. https://doi.org/10.1111/j.1939-0025.2010.01015.x
Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43(3), 564–575. https://doi.org/10.1037/0012-1649.43.3.564
Şahin, M. (2010). Teachers’ Perceptions of Bullying in High Schools: A Turkish Study. Social Behavior and Personality: An International Journal, 38(1), 127–142. https://doi.org/10.2224/sbp.2010.38.1.127
Schneider, S. K., O’donnell, L., Stueve, A., & Coulter, R. W. S. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health. https://doi.org/10.2105/AJPH.2011.300308
Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber. Journal of Adolescent Health, 45(4), 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021
Wohn, D. Y., Ellison, N. B., Khan, M. L., Fewins-Bliss, R., & Gray, R. (2013). The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens. Computers and Education, 63, 424–436. https://doi.org/10.1016/j.compedu.2013.01.004
Young-Jones, A., Fursa, S., Byrket, J. S., & Sly, J. S. (2015). Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education. Social Psychology of Education, 18(1), 185–200. https://doi.org/10.1007/s11218-014-9287-1
