Ongoing and Online: Children and youth's perceptions of cyber bullying

By Faye Mishna, Michael A. Saini, Steven D. Solomon. 2009

559 citations recorded by the source corpus.

The use of online technology is exploding worldwide and is fast becoming a preferred method of interacting. While most online interactions are neutral or positive the Internet provides a new means through which children and youth are bullied. The aim of this grounded theory approach was to explore technology, virtual relationships and cyber bullying from the perspectives of students. Seven focus groups were held with 38 students between fifth and eighth grades. The participants considered cyber bullying to be a serious problem and some characterized online bullying as more serious than 'traditional' bullying because of the associated anonymity. Although the students depicted anonymity as integral to cyber bullying, the findings suggest that much of the cyber bullying occurred within the context of their social groups and relationships. Findings revealed five major themes: technology embraced at younger ages and becoming the dominant medium for communication; definitions and views of cyber bullying; factors unique to cyber bullying; types of cyber bullying; and telling adults. The findings highlight the complexity of the perceived anonymity provided by the Internet and how this may impact cyber bullying. The study offers greater awareness of the meanings of online relationships for children and youth.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f8f6361bc85c26ca89fa04a2a563f9f31ef3bb45

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Citations in the corpus

The nature of cyberbullying, and strategies for prevention (2013, background): “Not many intervention or prevention programs exist that deal specifically with cyberbullying; a Campbell review by Mishna, Saini, and Solomon (2009b) documented four short-term programs, that had had little effect.”
Peer victimisation and depressive symptoms: can specific coping strategies buffer the negative impact of cybervictimisation? (2012, background): “…they expect that their parents would simply recommend ignoring the situation or that they would not be able to help them as they are not that familiar with cyberspace (Hoff and Mitchell 2009; Kowalski, Limber and Agatston 2008; Mishna, Saini, and Solomon 2009; Smith et al. 2008; Stacey 2009).”
Cyberbullying and subjective health : A large-scale study of students in Stockholm, Sweden (2013, background): “A participant in the focus group study by Mishna et al. (2009) stated that “parents and other adults don't get how it is nowadays” (p. 1225), and, as argued by Juvonen and Gross (2008), the generation gap in the understanding and use of new communication technologies does indeed make it difficult…”
Cyberbullying, school bullying, and psychological distress: a regional census of high school students. (2012, background): “In addition, perpetrators may feel reduced responsibility and accountability when online compared with face-to-face situations.(11,12) These features suggest that youths who may not be vulnerable to school bullying could, in fact, be targeted online through covert methods.”
Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents – a Review (2015, background): “Exploratory studies on cyberbullying in children are beginning to emerge (Baas et al. 2013; Mishna et al. 2009), however the developmental appropriateness of including cyberbullying items in scales for children has not been thoroughly examined.”
School bullying and fitting into the peer landscape: a grounded theory field study (2018, result): “In contrast, qualitative research is, as Mishna Saini and Solomon (2009, 1222) have put it, ‘capable of discovering important discourses and nuances’ that would be missed in large-scale survey studies.”
High School Students’ Perceptions of Coping With Cyberbullying (2012, background): “We have found a few published articles that used qualitative methodology to examine student perceptions of cyberbullying using focus group interviews to obtain information regarding experiences with cyberbullying (Agatston et al., 2007; Mishna et al., 2009; Spears, Slee, Owens, & Johnson, 2009; Stac”
Scholarship, Research, and Creative Work at Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College (methodology): “The data obtained in the 1998 survey were converted into a digital elevation model that could be rotated and manipulated three-dimensionally, and was used to gain a clearer understanding of site formation processes, the extant archaeological remains, and the natural features of the site (fig.”