Online and Traditional Bullying annotated bibliography

Online and Traditional Bullying annotated bibliography

Annotated Bibliography

Peebles, E. (2014). Cyberbullying: Hiding behind the screen. Paediatrics & Child Health, 19(10), 527-528.

According to the author, the term “cyberbullying” has emerged only recently, with no research articles published before 2004 referencing it. While there is no universal definition of the concept, the majority of explanations focus on repeated activities on the Internet aiming to cause psychological harm. Cyberbullying can range from verbal harassment to exclusion; activities associated with it can take place via numerous tools such as social media or instant messaging. It is noteworthy to mention that the key difference between traditional bullying and cyberbullying is the anonymity, which has adverse effects on both the victim and the bully.

Kowalski, R., & Limber, S. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6), 33-30.

The research included a 23-question survey and the Olweus Bully/Victim Questionnaire given to 3,767 middle school students (6, 7, and 8 grades) to examine children’s experiences with cyberbullying. According to the survey, 11% of respondents indicated that they had been cyberbullied at least once, 7% of respondents stated that they were victims and bullies, and 4% indicated that they had cyberbullied someone else (Kowalski & Limber, 2007). The researchers found that chat rooms, e-mail, and instant messaging applications were the most common methods of cyberbullying (the study was conducted before the emergence of modern social media). The research is significant due to its early detection of cyberbullying as a problem and the predictions that it would exasperate in the future because children’s use of the Internet and electronic communication technologies was unlikely to reduce.

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Kowalski, R., & Limber, S. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), 13-20.

The researchers anonymously surveyed 931 students in grades 6-12 to examine their experiences with both traditional and online bullying by using measures of depression, anxiety, self-efficacy, and overall wellbeing. The study participants were differentiated into four categories such as victims, bullies, bully/victims, and those not involved in bullying (categorizations were similar for both traditional and electronic bullying). It was found that those participants who belonged to bully/victim groups had the lowest scores regarding the identified measures of anxiety, depression, self-efficacy, etc. Therefore, the study concluded that there was a significant overlap between traditional and online bullying because the psychological, physical, and academic correlates of the two types of bullying were similar.

Cassidy, W., Jackson, M., & Brown, K. (2009). Sticks and stones can break my bones, but how can pixels hurt me?: Students’ experiences with cyber-bullying. School Psychology International, 30(4), 383-402.

The research aimed to investigate the extent and the impact of cyber-bullying cases on the youth while exploring the behaviors from perspectives of both victims and bullies. Also, the study had an objective to provide an insight into the growing problem to inform policymakers and educators on the appropriate measures for prevention and intervention. Researchers concluded that the problem was relatively new since bullying through electronic means never existed thirty years ago. While it was identified that cyberbullying was a persistent problem that requires management, no relevant strategies for its mitigation were formulated.

Laftman, S., Modin, B., & Ostberg, V. (2013). Cyberbullying and subjective health: A large-scale study of students in Stockholm, Sweden. Children and Youth Services Reviews, 35(1), 112-119.

The researchers aimed to study the prevalence of cyberbullying among students, the overlap between traditional and online bullying, and links between the subjective health of students and their experiences with cyberbullying. It was found that 5%, 4%, and 2% of participants were victims, perpetrators, and both victims and perpetrators respectively. It is noteworthy that cyberbullying and traditional bullying usually overlap since students that were victims of traditional bullying are at a higher risk of being subjected to cyberbullying. Similarly, a conventional bully is more likely to become a cyberbully. After conducting the O