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The possible connection between bullying experiences in school and online is consistent with data showing that when most schoolmates have Internet access at home, electronic communication is conducted largely within school-based peer networks.
Cited Study: Gross EF Adolescent Internet use: what we expect, what teens report. J Appl Dev Psychol. 2004; 25:633-649.
Livingstone S. Children use of the Internet: reflections on the emerging research agenda. New Media and Society. 2003; 5:
Research Design:
Research design was based on correlational factors involving experimental quantitative statistical analysis. Targeted participants ranged from ages 12-17. Additionally, participants were introduced to an electronic survey on a popular teen Web site called Bolt in which an incentive was offered to induce participation, such as a raffle for an iPod or gift card. Through this Web site, data was collected from August through October 2005. In conducting an electronic survey, parental consent was not necessary, participants could participate anonymously, or they terminate the survey without any repercussions. Discounting incomplete surveys, data from a final sample of 1,454 participants was collected. Subsequently, data was analyzed using chi-square tests because 15- to 17-year-old girls were overrepresented. Participants' Internet use and experience were analyzed by age and sex, which necessitated this analysis method. Rates of reported school-based and online bullying incidents and their overlap are also assessed by relying on chi-square statistics. To be able to examine risk factors for repeated cyberbullying, odds ratios are computed through logistic regression analyses. The associations between social anxiety and school-based, as well as online bullying are tested by relying on hierarchical regression analyses.
Findings:
Results section is divided into 4 main sections:
Electronic communication use and prevalence of bullying
Girls between 15- to 17-year-olds were significantly more frequent users of e-mail, profile sites, blogs, and cell phones than were 12- to 14-year-olds and boys. When comparing the overlap among reports of online vs. in-school bullying, results indicated that 85% of youth who reported experiencing at least one incident of online bullying also reported experiencing at least one incident...
Hence, the probability of being bullied online was substantially higher for those who were bullied in school.
Risks associated with repeated cyberbullying
Heavy Internet use dramatically increased the likelihood of repeated online intimidation. When controlling for Internet use, repeated school-based bullying experiences (seven or more times during the past year) increased the likelihood of cyberbullying almost 7-fold.
Assumptions about cyberbullying
Online experiences of bullying are associated with elevated levels of distress similar to encounters of bullying encountered in school. About half of the participants (51%) reported experiencing online bullying by a schoolmate. Interestingly, the site designated for retaliation was school, not cyberspace. Additionally, most youth did not tell adults about cyberbullying incidents.
Prevention tactics
Blocking a particular screen name was the most common tactic used.
Limitations:
In comparing results to similar studies, discrepancies exist because of varying classification of certain variables. A consistent definition of what constitutes a heavy Internet usage is inconclusive. Additionally, participants were based on individuals who were enticed to participate based on an incentive to complete the survey; hence, sampling integrity was compromised. Chiefly, outcomes cannot be representative or generalize for an entire target population.
Implications for Practice:
Bullying has various forms, such as physical, verbal, relationship, and now a new form is added that includes cyberbullying. All forms of bullying affect the adolescent both psychologically and academically. With the prevalence of cyberbullying, the schools need to take responsibility to address such a serious issue that may have tragic consequences, such as suicide. Enforcing tolerance and training may ameliorate the issue and encourage sensitivity. Therefore, the ever-pressing challenge is the prevention and intervention efforts that require
360-degree approach: families, students, schools, and the community.
References
Juvonen, J., & Gross, E. (2008). Extending the school grounds? -- Bullying experiences in cyberspace. Journal of School Health, 78(9), 496-505.
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