Cyber-Victimized Students

Kaitlyn N Ryan,Tracey Curwen

doi:10.1177/2158244013516772

Abstract

Bullying is a common topic in the media and academic settings. Teachers are regularly expected to provide curriculum and intervene regarding all forms of bullying, including cyber-bullying. Altering the behaviors of those who bully is often the focus of interventions, with less attention being placed on victim impact. The purpose of this article was to provide educators with a review of evidence regarding the occurrence, impact, and interventions for victims of cyber-bullying. Evidence reveals that cyber-bullying can have emotional, social, and academic impacts but that there are very few documented, and even fewer evidence-based, programs for victims of cyber-bullying. We conclude by proposing that school-wide programs and support be developed and provided to victims.

Highlights

Recent research indicates that up to 78% of youth own a cell phone and 95% of adolescents are online (Pew Research Center, 2013); the potential for cyber-bullying is a real possibility for many youth
We have focused our review on cyber-victimization, it is important to note that Schultze-Krumbholz and colleagues (2012) have found that the long-term impacts differ based on victim gender and whether the victim is engaged in cyber-bullying
Moderate relationships indicate that increased cyber-victimization is related to increased school truancy (Katzer et al, 2009). These results suggest that some victims engage in negative school-based behaviors, which may be a result of the fear and other negative emotions reported by victims of cyber-bullying previously outlined

Summary

Introduction

Recent research indicates that up to 78% of youth own a cell phone and 95% of adolescents are online (Pew Research Center, 2013); the potential for cyber-bullying is a real possibility for many youth. In a study of 1,671 adolescents aged 12 to 17 years, 5% were victims of exclusively cyber-bullying while another 5% were victims of both cyber- and traditional bullying (Ortega et al, 2009); these researchers indicated that exclusively traditional bullying occurred for more youth (15%), the combination of cyber-bullying with or without traditional bullying is concerning. Ortega and colleagues (2009) found significantly more mobile phone cyber-bullying (i.e., text messages, pictures, and phone calls) in 14- and 15-year-olds compared with younger and older age groups; no differences were found between age groups for Internet cyber-bullying. As with self-report research, it is unknown whether or not all those individuals who experienced cyber-bullying reported their experiences; given the similarities across studies, it is likely that there are some age-related cyber-bullying experiences

Objectives

Findings

Conclusion