Recently, we discussed the issues regarding teens and technology, among which cyber-bullying was mentioned. Cyber-bullying has become a big issue among children and teenagers in recent years. "Cyber-bullying is when someone repeatedly harasses, mistreats, or makes fun of another person online or while using cell phones or other electronic devices." Specific types of cyber-bullying found in studies are: mean or hurtful comments (13.7%) and rumors spread (12.9%) online continue to be among the most commonly-cited. Data shows that the higher amount of victims are females. This means that girls, both teenage or younger, are more likely to be bullied online than their male counterparts. (Hinduja & Patchim, 2010)
Now, let’s look at a cyber-bullying phenomenon: Girl-on-girl cyber-bullying.
A new issue has been observed more recently at schools and neighborhoods, as “[t]he type of cyber-bullying tends to differ by gender; girls are more likely to spread rumors while boys are more likely to post hurtful pictures or videos.” (Cyber-bullying Research Center, 2010)
Mental health professionals are now starting to observe girl-on-girl cyber-bullying situations, where as before -in the non electronic era- it was mostly done directly, by girl cliques against their socially weaker victim. In these new cases the use of media has provided for easier ways to do this:
Although in most cases, girls are more likely to report the issue, a girl who is a victim of bullying at school, the neighborhood, and online, will suffer emotional side effects almost immediately. The most common signs are parallel to those of depression:
It is very important for parents, leaders, faculty members and staff to be aware of this issue, and be ready to identify it and take action as soon as possible.
References & Resources:
The Magis Foundation’s Lighthouse Program: www.MagisPR.org
The Cyberbullying Research Center: http://www.cyberbullying.us/
Kids Health : http://kidshealth.org/
Now, let’s look at a cyber-bullying phenomenon: Girl-on-girl cyber-bullying.
A new issue has been observed more recently at schools and neighborhoods, as “[t]he type of cyber-bullying tends to differ by gender; girls are more likely to spread rumors while boys are more likely to post hurtful pictures or videos.” (Cyber-bullying Research Center, 2010)
Mental health professionals are now starting to observe girl-on-girl cyber-bullying situations, where as before -in the non electronic era- it was mostly done directly, by girl cliques against their socially weaker victim. In these new cases the use of media has provided for easier ways to do this:
- Non-direct contact: Chances are that when a bully is about to act, it’ll take some determination since it has to be in person, and they run the risk of getting in trouble or getting an unexpected reaction from their victims (like a counter attack). In the case of new media, the bully can go ahead without the hesitation of being slightly vulnerable, or the possibility of being confronted face to face, thus making it much easier and convenient.
- Suggestive information is powerful: In social media reputation is always in danger. A comment, picture, or action taken out of context can lead to some serious social, academic, or even professional repercussions. In the case of a bully, all it takes is for the bully to make a suggestive comment, or share a picture out of context, and the damage is done. “Social Suicide” on Facebook is becoming a very common issue. The same rules about reputation we learned from our grandmothers still apply. Once you get a “label” it is very hard to “remove” it, specially with audiovisual material backing it up.
- Girl Cliques Troubles: Traditionally, girl cliques in classrooms were headache-provoking to the other non “cookie cutter”-like girls. A clique outsider who is being silently or actively bullied by the clique (name-giving, silent treatment, teasing, gossiping, etc.) would have a painful experience during school hours when in the presence of that clique’s leader or followers. With social media and technology, that clique has now “extended hours”, thus the bullying continues at any time and in any available way. Being the odd girl out now is much harder, and in some cases it has had fatal results.
Although in most cases, girls are more likely to report the issue, a girl who is a victim of bullying at school, the neighborhood, and online, will suffer emotional side effects almost immediately. The most common signs are parallel to those of depression:
- low self esteem
- sad mood, frustration, anger, fear
- Anxiety and stress
- Lowered grades
- Lack of participation in school or club events, meetings, and festivities.
- Social interaction avoidance (skipping lunch hour, or other school events)
- Depressed affect, constant crying, inability to concentrate
- Disrupted eating and sleeping patterns.
It is very important for parents, leaders, faculty members and staff to be aware of this issue, and be ready to identify it and take action as soon as possible.
- Knowledge and awareness: Cliques can be a girl’s worst enemy, they are not uncommon during middle school and the first two years of high school, and require some attention. Teaching girls about the types of bullying, side effects, and consequences of is imperative. Girls also need to be taught to respect and appreciate one another, regardless of their differences. These teachings need to take place at home, at school, and at clubs/groups/teams.
- Teach empathy: Get girls and boys in a classroom to write or draw how they imagine that a day is for a bullying victim. Making students “put themselves” in the victim’s shoes lowers the potential of it taking place, as they’ll understand it is wrong.
- Create a cohesive environment: School/team activities are fun when they are focused on teamwork, talent development, and healthy competition. Teaching girls to work in teams, as well as training them to think and act positively, and accept their peers respectfully is important. A teacher or leader who consistently talks about that will serve as a model for girls to follow.
- Have a no tolerance policy: At school, home, and groups, it is important to teach girls (and boys) what behaviors are expected of them, and more so, the consequences of unwanted behaviors. Children and teens respond effectively to clear, firm boundaries. When there is a rule about bullying or cyber-bullying, the chance of that behavior taking place is lowered. When it does take place, the bully (or bullies) must learn that there are consequences to those actions. A successful no tolerance policy will include expected procedures to manage the issue, and how to follow up at home or extracurricular activity.
- Teach parents and caretakers: Traditional bullying is commonly known by parents, but cyber-bullying can be difficult to understand or identify. For kids, teens and adults, social media has become very powerful, and the side effects of a faux pas or cyber-bullying can be socially and emotionally devastating. It’s not uncommon for parents to not consider it that big of a deal at first glance, making it more important for them to better understand the social and psychological implications of social media and technology, avoid minimizing the issue, take action, as well as understand the legal implications of bullying and cyber-bullying.
All this new information, social dynamic, and issue can be overwhelming for parents, faculty members, and leaders. However, the more is done about it, the better it'll be for that child or teen. ◆
References & Resources:
The Magis Foundation’s Lighthouse Program: www.MagisPR.org
The Cyberbullying Research Center: http://www.cyberbullying.us/
Kids Health : http://kidshealth.org/
Patchin, J. W. & Hinduja, S. (2012). Cyberbullying Prevention and Response: Expert Perspectives. New York: Routledge (ISBN: 978-0415892377). Patchin, J. W. & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth and Society, 43(2), 727-75Hinduja, S. & Patchin, J. W. (2011). Cyberbullying: A review of the legal issues facing educators. Preventing School Failure: Alternative Education for Children and Youth, 55(2), 71-78.Hinduja, S. & Patchin, J. W. (2011). High-tech cruelty. Educational Leadership, 68(5), 48-52.Patchin, J. W. & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health, 80(12), 614-621. Hinduja, S. & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221.
Patchin, J. W. & Hinduja, S. (2010). Changes in adolescent online social networking behaviors from 2006 to 2009. Computers in Human Behavior, 26, 1818-1821.
©2011 The Magis Foundation, Inc.
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