Cyberbullying is “when a child, preteen, or teen is tormented, threatened, harassed, humiliated, embarrassed, or otherwise targeted by another child, preteen, or teen using the Internet, interactive and digital technologies, or mobile phones” (National Crime Prevention Council, n.d.). Unlike traditional bullying, cyberbullying eliminates the need for physical contact with others in order to make the person feel inferior. Technology as an avenue for intimidation is a hot-button issue for school systems and parents alike. This is uncharted territory, and legislation does not always provide guidance and structure.

The reality is that bullying makes a significantly negative impact on the lives of today’s youth. Cyberbullying directly impacts self-esteem and can—and has—led to suicide among its adolescent victims. Schools, parents, and peers must identify and intervene in cases of cyberbullying. Increased awareness and education about cyberbullying and its consequences can help create a safer online community. Individuals should be held morally responsible for the consequences of their actions online.

A young adult’s behavior is primarily motivated by a desire to meet that individual’s basic need for recognition, attention, and approval. In a survey conducted in 1999, students in over 100 schools were asked the following question: “Is it easier for you to get noticed or get attention in this school by doing something positive or something negative?” Almost 100% replied “negative” (Weinhold, 2000). Adolescents turn to cyberbullying to fuel their need for attention and recognition from their peers. It began primarily in chat rooms and instant messaging conversations but has expanded to include social networking (Facebook) and video-sharing websites (YouTube). Text messaging and anonymous web postings are common methods of cyberbullying. Very recently, cyberbullying has established a presence in portable gaming devices through “virtual worlds” and interactive sites.

Cyberbullying is more attractive than traditional bullying for a variety of reasons. First, technology provides the perpetrator with the option of anonymity. Victims often do not know who is targeting them because the bully’s identity is hidden through anonymous web posts or fictitious e-mails. Second, bullies are able to expand the scope of their impact because a larger network of individuals may be involved in the cyberattack. With just a few mouse clicks, an entire community may be a participant in the incident, creating the perception that “everyone” knows about it. Many argue that it is psychologically easier to be a cyberbully than a traditional bully. A cyberbully does not have to physically confront the victim and witness the immediate result of a message. Some cyberbullies might not even recognize the severity of their actions, which take place from a different location. Last, the response to cyberbullying has been slow, suggesting to perpetrators that there are little or no consequences for malicious online actions.

Today’s youth are “wired” and connected to technology 24/7. Statistics suggest that “two-thirds of [American] youth go online every day for schoolwork, to keep in touch with their friends, to play games, to learn about celebrities, to share their digital creations, or for many other reasons.” Moreover, “according to a recent nationwide poll, over 40 percent of adults in the United States have been harassed online. People are targeted in a variety of ways—from name-calling to more severe tactics such as being insulted based on their race, gender, or sexual orientation” (Hinduja and Patchin, 2010). Given the accessibility of technology, it should be no surprise that individuals are using the Internet, cell phones, and other electronic instruments to bully each other. A 2010 study revealed that “30% of middle-school students were victims of at least one of nine forms of cyberbullying two or more times in the past 30 days” and “22 percent of middle-school students admitted to engaging in at least one of five forms of cyberbullying two or more times in the past 30 days” (Hinduja and Patchin, 2010). Females are more likely to choose cyberbullying over traditional bullying. The rationale is that females prefer the nonconfrontational nature of technology.

With such a large percentage of today’s youth affected by cyberbullying, something has to be done. Cyberbullying is damaging to the self-esteem of the victims. Typically beginning around middle school, self-perception begins to dictate a child’s sense of self-worth. Teenagers often feel that they are defined by “their erupting skin and morphing bodies, [and] many seventh-grade students have a hard enough time just walking through the school doors. When dozens of kids vote online, which is not uncommon, about whether a student is fat or stupid or gay, the impact can be devastating” (Weinhold, 2000). Victims of cyberbullying typically report feeling angry, frustrated, sad, embarrassed, and scared.

An adolescent’s self-esteem can dramatically decrease during puberty. In one survey, when kids in kindergarten were asked if they like themselves, 95 percent or more said “yes.” By fourth grade, the percentage of kids who reported liking themselves was down to 60 percent; by eighth grade, the percentage was down to 40 percent; and by twelfth grade it was down to 5 percent (Weinhold, 2000).....

Questions for Discussion

1. Have you or someone you know ever been involved in cyberbullying, as a bully or victim? If so, what are the feelings and effects associated with cyberbullying in the situations with which you are familiar?

2. What are the issues with cyberbullying? Explain.

3. Who are the stakeholders in cyberbullying cases, and what are the stakes for them?

4. Who is ethically responsible for the rise and continuance of cyberbullying?

5. Should social networking sites be censored in an effort to stop cyberbullying? Explain.

6. Is it legal and ethical to censor social networking sites to stop cyberbullying? Explain.

7. What is Congress doing about this situation?