Jēkabpils 2.

Vidusskola

Cyberbullying
Zinātniski pētnieciskais darbs aņglu valoda sekcijā

Darba autors:

Artjoms Harkovs, 11.a klase

Darbavadītājs:

Natalja Dogurevič

Jēkabpils 2. Vidusskolas

angļu valodas skolotāja

Jēkabpils, 2021

1
 Abstract
The topic of the Research paper is” Cyberbullying ”

Analysis in this work – definition of cyberbullying, types of cyberbullying,

characteristics of a bully, victim and bystander, effects of cyberbullying, cyberbullying
prevention.

Goal of this work – answer on the question “Can be Cyberbullying

avoided?”

Tasks of this work:

 Learn about definition of cyberbullying;

 Learn about the difference between forms of cyberbullying;

 To ascertain the characteristics of all roles involved in cyberbullying;

 Learn how cyberbullying affects both sides;

 Learn how prevent bullying from happening;

Key words: Cyberbulling ,bullying, bully, victim, bystander, affects,

bullying prevention.

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 Anotācija
Pētījuma tēma ” Kiberhuligānisms ”

Šī darba analīze - kiberhuligānisma definīcija, kiberhuligānisma veidi, iebiedētāja,

cietušā un blakus esošā raksturojums, kiberhuligānisma ietekme, kiberhuligānisma
novēršana.

Šī darba mērķis - atbilde uz jautājumu “Vai no kibernoziegumiem var

izvairīties?”

Darba uzdevumi:

 Uzziniet par kibernoziegumu definīciju;

 Uzziniet par atšķirību starp kiberhuligānizācijas formām;

 noskaidrot visu lomu, kas saistītas ar kiberhuligānismu, raksturojumu;

 Uzziniet, kā kiberhuligānisms ietekmē abas puses;

 Uzziniet, kā novērst iebiedēšanu;

Atslēgas vārdi: kiberhuligānisms, iebiedēšana, iebiedēšana, upuris,

apkārtējais, afekti, iebiedēšanas novēršana.

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 Content

Abstract......................................................................................................................................0

Anotācija....................................................................................................................................1
Content.......................................................................................................................................4
Introduction................................................................................................................................5
1. Cyberbullying Defined...........................................................................................................8
2. Types of cybrerbullying.........................................................................................................8
2.1. Impersonation..................................................................................................................8
2.2. Cyberstalking...................................................................................................................9
2.3. Trolling............................................................................................................................9
2.4. Harassment......................................................................................................................9
2.5. Flaming..........................................................................................................................10
2.6. Outing............................................................................................................................10
2.7. Trickery.........................................................................................................................10
2.8. Catfishing......................................................................................................................10
2.9. Denigration....................................................................................................................10
3. Characteristics of a typical bully, victim and bystander......................................................11
3.1. Gender and Cyberbullying Roles..................................................................................11
3.2. Age and Cyberbullying Roles.......................................................................................12
3.3. Self-Esteem and Cyberbullying Roles...........................................................................13
3.4. Aims...............................................................................................................................13
4. Effects of cyberbullying.......................................................................................................14
4.1. Cyberbullying & Self-Harm..........................................................................................15
5. Questionnaire.......................................................................................................................16
5.1. The Analysis of the Questionnaire................................................................................15
5.2. Results of the Questionnaire.........................................................................................20
Conclusions..............................................................................................................................21
APPENDIX..............................................................................................................................22
Appendix 1...........................................................................................................................25
Sources.....................................................................................................................................26

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 Introduction
In today’s world which has been made smaller by technology, new age problems
have been born.

No doubt technology has a lot of benefits; however, it also comes with a negative
side. It has given birth to cyberbullying. To put it simply, cyberbullying refers to the
misuse of information technology with the intention to harass others.

Subsequently, cyberbullying comes in various forms. It doesn’t necessarily mean

hacking someone’s profiles or posing to be someone else. It also includes posting
negative comments about somebody or spreading rumors to defame someone. As
everyone is caught up on the social network, it makes it very easy for anyone to misuse
this access.

In other words, cyberbullying has become very common nowadays. It includes

actions to manipulate, harass and defame any person. These hostile actions are
seriously damaging and can affect anyone easily and gravely. They take place on
social media, public forums, and other online information websites. A cyberbully is
not necessarily a stranger; it may also be someone you know.

The main purpose of this research is to find answer on question “Can be

Cybberbulying avoided? “

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 1. Cyberbullying Defined
First definition that comes if you write in your browser comes from Wikipedia is:
“Cyberbullying or cyberharassment is a form of bullying or harasment using electronic means.
Cyberbullying and cyberharassment are also known as online bullying. It has become
increasingly common, especially among teenagers, as the digital sphere has expanded and
technology has advanced” :

Smith, Peter K.; Mahdavi, Jess; Carvalho, Manuel; Fisher, Sonja; Russell, Shanette;
Tippett, Neil (2008). "Cyberbullying: its nature and impact in secondary school pupils"

“Unless and until our society recognizes cyber bullying for what it is, the suffering of
thousands of silent victims will continue.” - Anna Maria Chavez

“Cyber bullies can hide behind a mask of anonymity online and do not need direct
physical access to their victims to do unimaginable harm.” - Anna Maria Chavez

“Cyber-bullying is poised to turn into the biggest online concern, already affecting up to
35% of all children.” - Dr Martyn Wild

Important thing is what considered as “negative” action. It is negative action if a person

intentionally wants to inflict, discomfort or injury another person to increase self-esteem and feel
powerful. That can be described as aggressive behaviour.

Negative actions can be:

 Threatening;

 Taunting;

 Harasment;

 Calling names;

The second important thing is that bullying can be carried either by one person or by a
group. That applies to the victims as well. Group bullying one person is called mobbing.

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Cyberbullying can develop at any time when people interact with each other. This includes
school, work, etc. Social media is also a cyberbullying platform.
Bullying is a constant and deliberate abuse of power in a relationship through repeated verbal
and / or social behavior that intends to cause social and / or psychological harm.
Bullying happens online, through various digital platforms and devices, and this can be obvious
or hidden. Intimidation behavior repeats or may recur over time

Intimidation of any form or for any reason can have immediate, medium and long-term
consequences for those involved, including witnesses.

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 2. Types of bullying
This chapter discusses types or forms of cyberbullying.

Cyberbullying can be dangerous for person in different ways. Bullier can chase you
all over web-sites, trolling you by giving you names, lies about in internet and also can
cyberattacking you. Cyberbullying can be in 9 different types:

 Impresination;
 Cyberstalking
 Trolling;
 Harasment;
 Flaming;
 Outing;
 Trickery
 Catfishing
 Denigration

2.1 Impresination

Probably the most common form of impersonation involves fake accounts or

profiles designed to impersonate the victim.

One form of impersonation, known as ‘fraping,’ involves someone gaining

unauthorized access to the victim's social media account, impersonating them and
posting inappropriate content as the victim,” says Margaret Arsenault, co-founder
and chief executive officer of Face2Face Youth Group Inc. “While some kids
may think of it as a harmless prank, impersonating someone online and damaging
their very real — and arguably fragile — reputation can have serious
consequences. [4]

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 2.2Cyberstalking
Cyberstalking is when someone uses technology to repeatedly harass, intimidate and
threaten someone.
Cyberstalkers may keep tabs on their victims and make attempts to meet them. Many
cases of cyberstalking involve adults grooming teenagers to have sexual relationships
with them.[4]

2.3Trolling
This is the granddaddy of all cyberbullying techniques. It's a term almost as old as the
internet itself. Trolling is the deliberate act of provoking a response through the use of
some type of inflammatory statements — such as using insults and bad language —
in an online forum,” Arsenault says. “Back in the day, trolling was found on bulletin
boards and on similar online forums. Today trolls ‘live’ on social networking sites.
The goal is generally to incite someone to anger, perhaps so they post something
inappropriate or embarrassing. Trolling is often done to try to make the troll feel
better by making others upset.[4]

2.4Harasment
Harassment involves the constant sending of malicious, abusive or threatening
messages to an individual or group online.

This can be done to the victims in public or private. [4]

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 2.5Flaming
Flaming is when people post derogatory comments on someone’s web or social media
page or through instant messages, emails or chat rooms.
This generally occurs during an online fight, and the communication is usually filled with
angry and foul language.[4]

2.6Outing
This type of cyberbullying involves sharing someone’s private information in order to
publicly humiliate him or her.
Outing can include posting photos, emails, text messages or videos on the internet or
forwarding them to other people.[4]

2.7Trickery
Like outing, trickery involves revealing private information about another person. When
someone engages in this type of cyberbullying, the person befriends someone and gains
his or her trust with the specific intention of sharing that person’s embarrassing
information online.[4]

2.8Catfishing
Catfishing is when someone pretends to be someone they are not and sometimes assumes
another person’s identity online, including the identity of the victim,” says Jennifer
Ponce, prevention education manager with Laura’s House. “They might do this to post
inappropriate content or manipulate and hurt other relationships the victim has online.[4]

2.9Denigration
This occurs when someone posts rumors and gossip about someone online. Cyberbullies
use denigration in order to ruin the target’s relationships and reputation.[4]

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 3. Characteristics of a typical bully, victim
and bystander
This chapter discusses various behaviour and traits of bullies, victims and bystanders
involved in bullying.

3.1 Gender and Cyberbullying Roles

Most study results on gender in connection with cyberbullying focus on the victim and
the bully role. So far they have produced mixed results (Tokunaga, 2010) with most of the
reported research findings showing no gender difference and a minority suggesting female
gender to be a predictor of cybervictimization. More recent meta-analyses, however, show trends
into certain directions. That is, across studies, boys are more likely to be cyberbullies and girls to
be cybervictims (e.g., Guo, 2016). Barlett and Coyne (2014) provide a possible explanation for
the inconsistencies: across 109 studies from around the world, boys were cyberbullies more often
overall, but the gender difference was moderated by age. Under the age of 11, more girls
reported being cyberbullies, but from 11 years old onward this difference started to reverse.
Moreover, a differentiated look by study region suggested that gender differences can be found
in studies from the US and Asia, but not in studies from Australia or Europe (Sun, Fan, & Du,
2016).

As with bullies and victims, studies on gender differences in cyberbystanding are also
inconsistent. Some studies found boys to be cyberassistants more often and girls to be more
likely to be cyberdefenders (Bastiaensens et al., 2014; Quirk & Campbell, 2015). Others found
no gender difference in negative bystander behavior such as spreading cyberbullying contents
(Barlińska, Szuster, & Winiewski, 2013) or in helping behavior (Macháčková, Dedkova,
Sevcikova, & Cerna, 2013).

3.2 Age and Cyberbullying Roles

Regarding age of cybervictims and cyberbullies, a review of existing literature suggests
inconsistent results showing that some research does not find a significant association

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between age and cybervictimization while other studies do (Tokunaga, 2010). Using
statistical indicators, meta-analyses conclude that age does not significantly predict
cybervictimization (Guo, 2016; Kowalski, Guimetti, Schroeder, & Lattanner, 2014).
Tokunaga (2010) suggests that this might be attributed to the age ranges included in the
studies and that, in fact, there is a curvilinear trend, i.e. cybervictimization possibly
increases towards middle school and shows the highest levels during this period (e.g.,
Ortega, Elipe, Mora-Merchán, Calmaestra, & Vega, 2009) and decreases again in high
school (e.g., Williams & Guerra, 2007). In contrast to cybervictimization, meta-analyses
do not agree regarding a potential age trend for cyberbullying. In an analysis across 77
studies, adolescents or young adults were significantly more likely to be perpetrators of
cyberbulling (Guo, 2016) whereas across 131 studies age was not a significant predictor of
cyberbullying (Kowalski et al., 2014).

3.3 Self-Esteem and Cyberbullying Roles

According to classic developmental theorist Erikson (1968) one of the major
developmental tasks in adolescence is identity formation. This process is strongly related
to the development of social relationships. Within this context, Tarrant, MacKenzie, and
Hewitt (2006) found that high integration in a friendship group was indicative of high
levels of self-esteem. As offline bullying and cyberbullying represent severe threats to
social integration for victims it is not surprising that experiences of bullying are expected
to be related to an impaired self-esteem. Accordingly, studies regarding bullying and self-
esteem have shown that victims of bullying tend to have lower self-esteem than non-
victims. Whereas the link between self-esteem and victim status in offline bullying has
been established consistently (Cook, Williams, Guerra, Kim, & Sadek, 2010; O'Moore &
Kirkham, 2001), the relation between perpetrator status and self-esteem seems to be
weaker. Seals and Young (2003), for example, found no significant differences between
self-esteem and groups of bullies and non-bullies.

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 3.4 Aims
To the best of our knowledge, no empirical data-driven analyses of cyberbullying roles
have been published so far. Rather, until now the conventional classifications were made
based on theoretical considerations, cut-off scores and other criteria or only the sub-
samples of non-involved students or witnesses to cyberbullying incidents were analyzed.
However, this requires theoretical assumptions about sub-groups on the side of the
researchers before analysis.

In contrast, LCA allows to examine the groups which can be found based on the actual
data and answer patterns and can thus be used in an exploratory way. In this case,
theoretical assumptions only later guide selection of the adequate model.

Therefore, in the first step (1) our aim was to empirically identify the roles present in
cyberbullying using LCA and to not restrict the analysis to a sub-sample, but to include all
participants allowing for combined roles. In a second step (2), we expected to find gender
and age differences among the different cyberbullying roles based on previous research.
Thirdly (3), we wanted to examine whether personal characteristics like levels in reactive
and proactive aggression as well as cognitive and affective empathy are useful in
predicting the allocation to specific cyberbullying role classes.

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 4. Effects of cyberbullying
This chapter discusses how bullying can affect all three sides – victim, bully and
bystander.
Being the victim of bullying is already a stressful experience, but when the internet is added
to the equation, it can be especially painful because of the reach that the bully has on the
victim, according to Arsenault.

“Before the internet, kids who were bullied at school often had a respite when they got home.
Today, bullying happens in person and online, so it can be incessant,” she says. “For those
victims of bullying who spend a lot of time online, especially on social media, they are literally
subjected to the bullying and its negative effects around the clock.”

In addition, the permanent nature of the internet can contribute to the stress and hurt that the
victims of cyberbullying feel, which is exactly what the bully wants.

“In these instances, the victim feels even more powerless since it is very easy to disseminate
information online and very hard to retrieve and remove what is already out there,” Ponce
says. “A lot of times, a cyberbully may use the internet or cell phone as a weapon of choice,
and the bullying can very easily spill over into more harm at school with their peers.”

As a result of the relentless nature of cyberbullying, there can be a lot of negative effects that
students can experience, including:

 Anxiety

 Depression

 Decreased academic performance

 Feelings of isolation

 Changes in eating and sleeping habits

 Lowered self-esteem

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 Increased school absences

 Loss of interest in hobbies and other activities

 Using alcohol and drugs to cope

 Withdrawing from family and friends

4.1 Cyberbullying & Self-Harm

If left unchecked, the effects of cyberbullying can lead to extreme stress and
depression, and students who are victims may feel drawn to self-harm as a result of
their experiences. In fact, according to a study published in the Journal of Medical
Internet Research, students who have been cyberbullied are twice as likely to
engage in self-harming behaviors and to have suicidal thoughts than those who
have not.

However, the victims of bullying are not the only ones who are vulnerable to self-
harm and suicidal behaviors: The study also reports that young people who
cyberbully others are at a significantly higher risk of experiencing these feelings
than those who don’t.

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 5. Questionnaire
This part of the research paper aims to show experience of young students with bullying. The
case study had taken place in Jekabpils secondary school Nr.2 among 5 th, 6th, 7 th , 8th, 9 th grades
students with the aim of figuring out what is their attitude to bullying, their experiences with it
and what they think about it.

6.1The Analysis of the Questionnaire.

30 students were asked to complete questionnaire that consisted of ten question.
Some of them had some options to choose from, some required to write your own opinion
(Appendix 1).
14

12

10

0
5th 6th 7th 8th 9th

Figure nr.1 Student’s answers on question “Whats is your grade?”

In the beginning of the questionnaire students where asked what grade they are.

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 25

20

15

10

0
male female

Figure nr.2 Student’s answers on question “What’s your gender?”

In the beginning of the questionnaire students were asked what gender they are to
indenife what genders is most bullying in internet.

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20

15

10

0
1 2 3 4 5

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 Figure nr.3. Student’s answers on question “What do you think what is
“Cyberbullying”?”

That question contains amount of variraty of answers. Students can choose 1 and
more answers

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16

14

12

10

0
yes no not sure

Figure nr.3. Student’s answers on question “Have you been ever Cyberbulled”

The third question was asked about if tthey ever been cyverbulled. 16 students answered
yes, while 6 answered 6, 8 was’t sure.

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 14

12

10

0
yes no

Figure nr.4. Student’s answers on question “If you have been cyberbullied, did you
report it to anyone?

The fourth question was asked in order to learn about students actions.

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20

15

10

0
1 2 3 4 5

Figure nr.5. Student’s answers on question “How often do you think cyberbullying
happens?”

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 The fifth question was asked in order to find out what students think happening in the
world.

14

12

10

0
1 2 3 4 5 6 7

Figure nr.6. Student’s answers on question “If you could write a law about
cyberbullying, what would it provide?”

The last question was asked in order to learn about students’ opinions and ideas.

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 Conclusions

Cyberbullying is a serious issue, and like any form of bullying it can have long-term
effects on its victims.

As technology continues to become an increasingly large part of our daily lives, and
the lives of our children, it is important to recognize the dangers of cyberbullying and to
take definite steps to prevent it.

Parents, teachers, and children must work together to prevent cyberbullying and to
make the internet a safer place for all. Children should be educated on what to do and who
to go to in the event that they encounter a cyberbully.

And parents should encourage schools to update their technology policies to help
prevent instances of online bullying. With parents, children, and educators working together
we can decrease the instances of cyberbullying and create a safer and more rewarding online
environment for all of our children.

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APPENDIX

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Apendix 1

Questionnaire
Hello, I am writing my research paper on topic “Cyberbullying” and I would like to ask you some
questions about it. Please take your time answering.

1. What is your grade?

a) 5th

b) 6th

c) 7th

d) 8th

e) 9th

2. What is your gender?

a) male

b) female

3. Cyberbullying is…

a) When some student bullies another student on the Internet.

b) When you send mean text messages or pics to another student.

c) When you call another student names online.

d) When you use a student's cell phone to get them into trouble.

e) When you pretend to be another student online.

f) Other_________________________

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4. Have you ever been cyberbullied?

a) Yes

b) No

c) Not sure

d) Other_________________________

5. If you have been cyberbullied, did you report it to anyone?

a) Yes

b) No

c) Other_________________________

6. How often do you think cyberbullying happens?

a) It happens all the time

b) It happens too often, but not all the time

c) It happens sometimes.

d) It hardly ever happens.

e) It never happens.

f) Other_________________________

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7.If you could write a law about cyberbullying, what would it provide?

a) Cyberbullying would be illegal.

b) Schools would have to help students who were cyberbullied.

c) There would be a cyberbullying police squad to investigate cyberbullying.

d) Schools would have to teach students about cyberbullying.

e) Schools would teach parents how to help their children who are cyberbullied.

f) There would be a youth helpline where students could go to get help.

g) They would have to hold conferences of young people to help solve the problem.

Thank you for your time!

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 Sources

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2. https://www.broadbandsearch.net/blog/cyber-bullying-statistics

3. https://www.toppr.com/guides/essays/cyber-bullying-essay/

4. https://www.accreditedschoolsonline.org/resources/cyberbullying-prevention-and-
support/

5. https://www.sciencedirect.com/science/article/abs/pii/S0190740919311478

6. https://cyberpsychology.eu/article/view/11433/10207

7. https://cyberbullying.org/facts

8. https://cyberbullying.org/

9. https://en.wikipedia.org/wiki/Cyberbullying

10. https://www.iberdrola.com/social-commitment/cyberbullying-definition-effects-and-
solutions

11. https://www.welivesecurity.com/2020/02/28/cyberbullying-how-different-face-to-face-
bullying/

12. https://www.verywellfamily.com/what-are-the-effects-of-cyberbullying-460558

13. https://www.surveymonkey.com/r/StudentCyberbullyingSurvey

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