Children's Perspectives on Cyberbullying: Insights Based on Participatory Research

Abstract

Cyberbullying is an emerging problem among youngsters. Although the current body of knowledge about cyberbullying is expanding rapidly, it lacks a more in-depth research approach honoring adolescents' perspectives on the problem. Moreover, very few studies have focused on cyberbullying among elementary school children. The purpose of this study therefore, was to explore children's perspectives on the problem of cyberbullying. A participatory research design was used in which 28 children (aged 11-12 from four elementary schools) actively participated for 6 weeks in weekly scheduled group sessions. In these sessions, different aspects of cyberbullying were discussed using various enabling techniques. Between sessions, the children were given preparation assignments. The research revealed several ambiguities that should be addressed in interventions against cyberbullying. First, it appears difficult for all parties involved to distinguish cyberbullying from innocent pranks. Frequency and intention are key variables, but these are ambiguous in the context of cyberbullying. Second, cyberbullies may have very different motives, not all of which have to do with their relationship with the victim. Third, the expectations children have of the way their parents or teachers will react to incidents of cyberbullying are an obstacle for seeking help. Children are particularly afraid of overreaction and the subsequent loss of their Internet privileges. These results confirm earlier insights from research on cyberbullying, and examine the ambiguities in more detail. In addition, the research demonstrates the usefulness of participatory research to investigate cyberbullying among younger children and demonstrates that the research led to mutual learning.

Students' perceptions of the effect of social media ostracism on wellbeing

“…However, not all online behaviour is positive; considerable levels of reported cyberbullying among secondary school pupils (Smith & Steffgen, 2013) and university students (Gahagan, Vaterlaus, & Frost, 2015). Whilst online exclusion is included in Li's (2007) taxonomy of seven types of cyberbullying, other research suggests that young adolescents do not spontaneously refer to ostracism when asked about types of cyberbullying (Baas, de Jong and Drossaert, 2013) and so it is unclear how such behaviour is understood by adolescents. Williams (2001) has argued that cyber-ostracism maybe more ambiguous due to technical issues such as connectivity providing an alternative explanation for non-reactance.…”

Cyberbullying and Primary-School Aged Children: The Psychological Literature and the Challenge for Sociology

“…The research field of cyberbullying is relatively young [56] yet there has been an exponential explosion in research published recently [88], with groups who heavily engage with social media receiving the greatest research attention: namely adolescents and young adults. This review has identified that there is limited research about primary school-aged children's understanding and perceptions of cyberbullying, the impacts of cyberbullying and cyberbullying behaviours employed, in both Western and non-Western countries.…”

Cyberbullying and gender : a qualitative study of how middle school girls experience cyberbullying

“…In fact, Kowalski et al (2019) reported that an alarming 71% of American teens maintain at least one social media account. In one dramatic example, a girl in a cyberbullying study equated the loss of her Internet privileges with losing her soul (Baas et al, 2013).…”

“…Though much of this study focused upon victims, cyberbullying also impacts the social, emotional, and psychological health of perpetrators as well (Hicks et al, 2018;Hoff & Mitchell, 2009;Nixon, 2014;Patchin & Hinduja, 2006). In other words, the communication occurring under the cover of anonymity after school hours, impacts both perpetrators and victims so much so that school personnel are needed to help offset some of the more pernicious effects of cyberbullying (Baas et al, 2013;Collins, 2011;Eden et al, 2013). The effects of cyberbullying inclusive of suicide, negative social-emotional effects, and victimization of younger populations are examined below.…”

“…al, 2015;DePaolis & Williford, 2014;Hoff & Mitchell, 2007). In sum, anonymity and pseudonymity make it easier for bullies to create hateful online content, it also increases the likelihood of psychological, academic, and social problems for both perpetrators and victims (Baas et al, 2013;DePaolis & Williford, 2014;Toshack & Colmar, 2012).…”