SUBJECT: LIFE ORENTATION

NAME: LINO BEBULA

SCHOOL: SIMON’S TOWN
SCHOOL
EDUCATOR: C CYSTER
GRADE: 12 B
DUE DATE 23 MAY 2024
TABLE OF CONTENT
SECTION A: INTRODUCTION
QUESTION 1.1 1
QUESTION 1.2 1
QUESTION 1.3 1
1
QUESTION 1.4
1
QUESTION 1.5.1 2
QUESTION 1.5.2

SECTION B:
QUESTION 2.1 2
QUESTION 2.2 2
QUESTION 2.3 2
QUESTION 2.4 2
SECTION C:
QUESTION 3.1-GROUP WORK
QUESTION 3.2-GROUP WORK
QUESTION 3.3 5
QUESTION 3.4 5
SECTION D:
QUESTION 4.1 6
QUESTION 4.2 6
QUESTION 4.3 7

i
Section A: Introduction

Question: 1

1.1 Unveiling Cyberbullying: Navigating its Dynamics, Impacts, and Solutions . This title is
appropriate because it succinctly communicates the research focus, objectives, and potential
contributions to the field of cyberbullying studies.

1.2 Cyberbullying is the use of technology to harass, threaten, embarrass, or target another
person. Online threats and mean, aggressive, or rude texts, tweets, posts, or messages all count.
https://kidshealth.org/en/teens/cyberbullying.html#:~:text=What%20Is%20Cyberbullying
%3F,posts%2C%20or%20messages%20all%2 [1]

1.3 The fact that interacting via online platforms has become an even bigger part of adolescent
life since the pandemic that youth are just more comfortable engaging with others digitally.
Perhaps as more youth were exposed to cyberbullying over the last few years, adolescents have
become more comfortable participating in that form. When individuals are isolated, they may
spend more time online as a way to connect with others. This increased screen time can expose
them to cyberbullying incidents or make them more vulnerable to being targeted.

1.4 Posting hurtful messages on social media. Creating hate groups or websites against a
particular person. Circulating false or embarrassing information about someone else. Posting or
sharing private images.

https://socialmediavictims.org/cyberbullying/types[6]

1.5.1

Vandebosch, H., & Van Cleemput, K. (2009). Cyberbullying among youngsters:

Profiles of bullies and victims. New Media & Society, 11(8), 1349–1371.
https://doi.org/10.1177/1461444809341263

A survey among 2052 primary and secondary school children reveals that
cyberbullying among youngsters is not a marginal problem. However, there
are discrepancies between the prevalence figures based on direct
measurement versus indirect measurement of cyberbullying. Youngsters who
have bullied someone via the internet or mobile phone during the last three
months are younger, and are more often victims and bystanders of bullying
via the internet or mobile phone, and are more often the perpetrators of
traditional bullying. Youngsters who have been bullied via the internet or
mobile phone during the last three months are more dependent upon the
internet, feel less popular, take more internet-related risks, are more often a
bystander and perpetrator of internet and mobile phone bullying, and are less
often a perpetrator and more often a victim of traditional bullying. The
implications for future research into cyberbullying and for cyberbullying
prevention strategies are discussed
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Bullying, cyberbullying, and suicide

Sameer Hinduja 1, Justin W Patchin
Affiliations expand
PMID: 20658375 DOI: 10.1080/13811118.2010.494133
Abstract
Empirical studies and some high-profile anecdotal cases have demonstrated a
link between suicidal ideation and experiences with bullying victimization or
offending. The current study examines the extent to which a nontraditional form
of peer aggression--cyberbullying--is also related to suicidal ideation among
adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of
the largest school districts in the United States completed a survey of Internet
use and experiences. Youth who experienced traditional bullying or
cyberbullying, as either an offender or a victim, had more suicidal thoughts and
were more likely to attempt suicide than those who had not experienced such
forms of peer aggression. Also, victimization was more strongly related to
suicidal thoughts and behaviours than offending. The findings provide further
evidence that adolescent peer aggression must be taken seriously both at
school and at home, and suggest that a suicide prevention and intervention
component is essential within comprehensive bullying response programs
implemented in schools.

https://pubmed.ncbi.nlm.nih.gov/20658375/ [3]

Cyberbullying and adolescent mental health

Keita Suzuki 1, Reiko Asaga, Andre Sourander, Christina W Hoven, Donald Mandell
Affiliations expand
PMID: 22909909 DOI: 10.1515/ijamh.2012.005
Abstract
The rapid growth of electronic and computer-based communication and
information sharing during the past decade has dramatically changed social
interactions, especially among teenagers. Cyberbullying has emerged as a new
form of bullying and harassment, and it has been shown to possess different
ramifications from traditional school-yard bullying. This problem has emerged in
nations worldwide. Cyber victims have reported various emotional and
behavioural symptoms, along with school-related problems. This paper reviews
international cross-sectional studies relating to the definition, prevalence, age,
and gender differences inherent in cyberbullying. Psychosocial and risk factors
associated with cyberbullying are also addressed. Prevention and intervention
strategies for school officials and parents are suggested. Healthcare providers,
policy makers, and families must be ever-mindful of the grave dangers
cyberbullying poses to youths. Longitudinal studies are warranted to assess the
psychological risk factors of cyberbullying.

https://pubmed.ncbi.nlm.nih.gov/20658375/ [8]
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1.5.2 The widespread adoption of the internet, especially among younger demographics, has
provided more opportunities for cyber interactions. With more people spending time online,
there's a higher likelihood of encountering or engaging in cyberbullying. The rise of social media
platforms provides an environment where cyberbullying can easily occur. These platforms often
facilitate anonymous communication and quick dissemination of content, which can exacerbate
cyberbullying incidents. Online anonymity can embolden individuals to engage in behaviours they
might not exhibit in face-to-face interactions. The perceived lack of consequences for
cyberbullying actions can contribute to its escalation. Internet's round-the-clock availability means
that cyberbullying can happen at any time and from anywhere. This constant accessibility can
make it difficult for victims to escape or seek reprieve from cyberbullying situations. Unlike
traditional bullying, which may leave fewer tangible traces, cyberbullying often leaves a digital
footprint that can be difficult to erase. This persistence of online content can prolong the effects of
cyberbullying and make it more challenging for victims to recover.

SECTION B
QUESTION 2

2.1. Highlights the prevalence and seriousness of cyberbullying, emphasizing that it's not just
harmless teasing but can have severe consequences for the victim's mental health and well-
being. Viewers are encouraged to treat others with kindness and respect online, just as they
would in person, and to consider the human impact of their words and actions. It also encourages
bystanders to speak up and take action if they witness cyberbullying, whether by reporting the
behaviour to the platform or intervening directly to support the victim. Overall, the central
message typically revolves around promoting a culture of kindness, respect, and empathy online
and empowering individuals to take positive action against cyberbullying.

2.2 To prevent cyberbullying incidents when uploading images, a person can take several
precautions such as adjust your privacy settings to control who can view your images. Limiting
access to trusted individuals can reduce the risk of cyberbullying

https://kidshealth.org/en/parents/cyberbullying [4]

2.3 Cyberbullying can be detrimental to a person’s mental and physical health. Victims can
experience significant social isolation and feel unsafe. It can lead to emotional and physical harm,
loss of self-esteem, feelings of shame and anxiety, concentration and learning difficulties.
Incidents of young people committing suicide have also occurred.
https://www.childlinesa.org.za/status/ [2]

2.4 When evaluating whether cyberbullying exerts a greater or lesser influence on individuals'
self-esteem compared to face-to-face bullying, several factors come into play: Reach and
Permanence: Cyberbullying has the potential to reach a larger audience due to the online nature
of interactions. Additionally, digital content can be permanent and easily shared, amplifying the
impact on an individual's self-esteem over time.
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 Anonymity and Distance: Cyberbullies can hide behind anonymity online, making it easier for
them to engage in harmful behaviour without facing immediate consequences. The physical
distance in online interactions can also make victims feel isolated and powerless, impacting
their self-esteem
 24/7 Accessibility: Unlike face-to-face bullying that may be limited to specific times and
locations, cyberbullying can occur around the clock, creating a constant threat to an
individual's sense of self-worth and confidence.
 Psychological Impact: Both forms of bullying can have severe psychological effects on
victims, but the persistent nature of cyberbullying, coupled with the ability to bombard
individuals with hurtful messages or images, can lead to prolonged emotional distress and
lower self-esteem.

In conclusion, while face-to-face bullying can have immediate and visible impacts on self-esteem,
cyberbullying's reach, anonymity, permanence, and 24/7 accessibility can collectively exert a
greater influence on individuals' self-esteem over time. It is essential to address both forms of
bullying effectively to protect individuals' mental well-being and self-esteem
https://www.pacer.org/bullying/info/cyberbullying[9]
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SECTION D: CONCLUSION AND BBILOGARAPHY

QUESTION 4

4.1 Support systems are essential for effectively addressing cyberbullying due to the
following reasons:

Emotional Support: Victims of cyberbullying often experience emotional distress.

Support systems, such as friends, family, or counsellors, can provide emotional
support to help victims cope with the negative effects of cyberbullying.

Reporting and Intervention: Support systems can assist victims in reporting

cyberbullying incidents to the appropriate authorities or platforms. They can also
intervene to stop the bullying behaviour and prevent further harm.

Education and Awareness: Support systems can educate individuals about

cyberbullying, its impact, and how to prevent it. This helps in creating awareness and
promoting a culture of respect and empathy.

Building Resilience: Support systems play a crucial role in building resilience in

victims. By providing encouragement and positive reinforcement, they help victims
develop the strength to overcome the trauma of cyberbullying.

Support systems are vital for addressing cyberbullying as they offer emotional,
practical, and educational assistance to victims, while also working towards
prevention and advocacy efforts. https://www.unicef.org/end-violence/how-to-stop-
cyberbullying [1]

4.2 The Film and Publications Act 65 of 1996 (“FPA”) also applies to cyberbullying.
The FPA regulates the distribution and display of certain types of material, including
harmful content, to children. Individuals who engage in cyberbullying that targets
minors can also be held liable under the law. This was the first development where
the net was cast more comprehensively than

The latest development in South Africa is the Cybercrimes Act 19 of 2020 was
recently enacted to help address the issue of cyberbullying. It provides for the
criminalization of various forms of cybercrime, including cyberbullying. It also
includes establishing a specialized cybercrime unit within the South African Police
Service (SAPS) to investigate and prosecute cybercrime cases, including
cyberbullying on the content creator. https://schoemanlaw.co.za/cyberbullying-in-
south-africa-a-legal-perspective [5]

6
4.3

1. Ben-Joseph, E.P. (2022). Cyberbullying (for Teens) - Nemours KidsHealth. [online]

kidshealth.org. Available at: https://kidshealth.org/en/teens/cyberbullying.html#:~:text=What%20Is
%20Cyberbullying%3F.

2. Childline South Africa. (n.d.). Home Page. [online] Available at:

https://www.childlinesa.org.za.

‌ . Hinduja, S. and Patchin, J.W. (2010). Bullying, Cyberbullying, and Suicide. Archives of
3
Suicide Research, [online] 14(3), pp.206–22
https://doi.org/10.1080/13811118.2010.494133 .

4. kidshealth (2019). KidsHealth - the Web’s most visited site about children’s health.
[online] Kidshealth.org. Available at: https://kidshealth.org.

5. Schoeman-Louw, N. (2023). Cyberbullying in South Africa - SchoemanLaw. [online]

Available at: https://schoemanlaw.co.za/cyberbullying-in-south-africa-a-legal-perspective.

6. Social Media Victims Law Centre. (n.d.). Types of Cyberbullying. [online] Available at:
https://socialmediavictims.org/cyberbullying/types.

7. UNICEF (2024). Cyberbullying: What is it and how to stop it. [online] UNICEF. Available
at: https://www.unicef.org/end-violence/how-to-stop-cyberbullying.

8. Vandebosch, H. and Van Cleemput, K. (2009). Cyberbullying among youngsters: profiles

of bullies and victims. New Media & Society, 11(8), pp.1349–1371.
https://doi.org/10.1177/1461444809341263.

‌ . www.pacer.org. (n.d.). Cyberbullying. [online] Available at:

9
https://www.pacer.org/bullying/info/cyberbullying .

‌
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