The application of science and technology in the form of online counseling with a Zoom Meeting entitled "Cyber-Bullying in the Legal Aspects" was held at SMA Negeri 3 Jayapura and Youth and Youth Environment RT 005 / RW 007 Kota Baru Village, Abepura District, where most of the participants are children of age school and youth. This counseling aims to understand about Cyberbullying and its causes, as well as to know the various forms of cyber-bullying and its various legal aspects. The result of this activity was that the counseling conducted online through the Zoom Meeting was well received by the participants, with good response indicators from participants who enthusiastically gave weighty questions that were raised in the question session. In the end, education about the impact of cyber-bullying must be carried out with the target of school age children and teenagers as a preventive effort in dealing with cyber bullying to children and teenagers.Keywords: cyber, bullying, cyber-bullying, law, abepura

The development of technology not only has a positive impact but also has a negative impact. One of them is the shift in bullying trends, from traditional bullying to cyberbullying. Based on a report, as many as 210.3 million internet users aged 13-17 years ranked third in using social media. Cyberbullying victims in Indonesia reach 41-50% and 80% of teenagers become victims of cyberbullying. This study aims to determine the incidence of cyberbullying in students. Using an analytical survey research method with a cross-sectional survey design. Data collection through Cyberbullying and Online Aggression Survey questionnaires and data processing is presented in the form of a frequency distribution. The results showed that 125 respondents (75%) who experienced cyberbullying with types of cyberbullying included flaming 32,14%; exclusion 62,75%; harassment 47,44%; flooding 50%; masquerade log in 42,34%; trolling 25,52%; denigration 19,89%; outing 25%; dan sexual harassment 15,3%. The incidence of cyberbullying in adolescents is still high and all types of cyberbullying have been experienced by adolescents.

To inform development of cyberbullying interventions that are both accurate and meaningful to all adolescents, this qualitative analysis examines experiences of online peer victimization among a sample of predominately minority and low-income youth. Adolescents ages 13 to 17 years who reported past-year cyberbullying on a previously validated survey were recruited from an urban pediatric clinic to complete semistructured interviews. Interview topics included definitions of cyberbullying, prior cyberbullying experiences, and strategies to reduce cyberbullying and its consequences. Interviews were audio-recorded and transcribed verbatim. Using thematic analysis, study team members applied both structural and emergent codes to transcripts. Saturation was reached after 23 interviews (mean age 14.8 years; 65% female, 47.8% Hispanic, 35% Black, 74% low socioeconomic status). Four main themes emerged: 1) Teens avoided the term "cyberbullying," due to its association with suicidality and severe depression; they preferentially described experiences (even those meeting criteria for repetition, power differential, etc.) as "online conflict". 2) In-person bullying categories (bully, victim, bully victim, bystander) apply to online conflict. Few identify purely as victims. 3) Cyberbullying is part of a larger continuum of peer violence, including physical fights and in-person bullying. 4) Teens want to help victims of cyberbullying; they desire more guidance in so doing. These youth rarely acknowledge presence of cyberbullying; instead, they describe online conflict as part of a larger spectrum of peer violence. Clinicians may consider prevention of a range of conflict-related behaviors (rather than focusing exclusively on cyberbullying), and may consider engaging adolescent bystanders in prevention of online conflict.

Social applications consist of powerful tools that allow people to connect and interact with each other. However, its negative use cannot be ignored. Cyberbullying is a new and serious Internet problem. Cyberbullying is one of the most common risks for teenagers to go online. More than half of young people report that they do not tell their parents when this will occur, this can have significant physiological consequences. Cyberbullying involves the deliberate use of digital media on the Internet to convey false or embarrassing information about others. Therefore, this article provides a way to detect cyber-bullying in social media applications for parents. The purpose of our work is to develop an architectural model for identifying and measuring the state of Cyberbullying faced by children on social media applications. For parents, this will be a good tool for monitoring their children without invading their privacy. Finally, some interesting open-ended questions were raised, suggesting promising ideas for starting new research in this new field.

Cyberbullying represents a major concern worldwide, especially among teenagers with major negative psychological impact. We performed a prospective online questionnaire-based study on 316 teenagers in order to assess the prevalence of cyberbullying in Romania, evaluate its psychosocial consequences, and examine the factors that may predispose them to bullying. Almost 50% of the responders stated that they have been previously bullied, with females having a higher risk of being harassed (P = .0043). Most of the victims were bullied on Facebook, Instagram, and video games. More than 53% of the victims included in our study benefit from help. We found that subjects who have been cyberbullied had a significantly higher risk of having bullied friends (P < .0001). Also, we identified a significant association between the teenagers' relationship with the parents and the incidence of bullying (P = .002). Domestic violence and the male gender were significant risk factors for committing cyberbullying (P = .0014/0.0020). Cyberbullying had a negative impact also on the harasser, and previous victims of cyberbullying had a significantly higher risk of becoming bullied (P < .0001). Also, we found a significant association between the type of substance and the perpetration of aggression (P < .0001). Further studies should focus on designing effective strategies in order to decrease the incidence of this harmful online act of bullying.

The indirect effects of moral disengagement about cyberbullying and parental monitoring on traditional victimization and bullying via cyberbullying involvement were examined in a diverse sample of 800 youth in Grades 3 to 8. After controlling for grade and gender, moral disengagement about cyberbullying and parental monitoring had an indirect effect on traditional victimization and bullying through cyberbullying involvement. Moral disengagement about cyberbullying and parental monitoring had a direct effect on traditional bullying. Results suggest that moral disengagement about cyberbullying and parental monitoring affect cyberbullying involvement and additionally impact experiences beyond the cyber context.

PurposeCyberbullying appears to be on the rise among adolescents due in part to increased access to electronic devices and less online supervision. Less is known about how cyberbullying differs from traditional bullying which occurs in person and the extent to which these two forms overlap. Our first aim was to examine the overlap of traditional bullying (relational, verbal, and physical) with cyberbullying. The second aim examined student- and school-level correlates of cyber victimization as compared to traditional victims. The final aim explored details of the cyberbullying experience (e.g., who sent the message, how was the message sent, and what was the message about). MethodsData came from 28,104 adolescents (grades, 9–12) attending 58 high schools. ResultsApproximately 23% of the youth reported being victims of any form of bullying (cyber, relational, physical, and verbal) within the last month, with 25.6% of those victims reporting being cyberbullied. The largest proportion (50.3%) of victims reported they were victimized by all four forms, whereas only 4.6% reported being only cyberbullied. Multilevel analyses indicated that as compared to those who were only traditionally bullied, those who were cyberbullied were more likely to have externalizing (odds ratio = 1.44) and internalizing symptoms (odds ratio = 1.25). Additional analyses examined detailed characteristics of the cyberbullying experiences, indicating a relatively high level of overlap between cyber and traditional bullying. ConclusionsImplications for preventive interventions targeting youth involved with cyberbullying and its overlap with other forms of bullying are discussed.

Cyberbullying is a phenomenon that affects teenagers around the globe. Studies suggest that it has a negative impact on both victims and aggressors, becoming a public health concern. Previous studies have sought to define its predictors; however, most studies have not assessed the relationship between cyberbullying and traditional bullying or other types of aggression. Herein, we aimed to assess the association between antisocial behaviors and traditional bullying as forms of aggression that could predict cyberbullying in victims and perpetrators. A total of 791 adolescents from Santiago, Chile, were included in our study; mean age of 13.57 years old, 46.06% female. We used the structural equations model to test our model. Our results show a good fit of the model, showing a relation between antisocial behaviors and bullying, but only for the perpetrator. Bullies were associated with the roles of cyberbullying victim and cyberbullying perpetrator. Bullying victims were only associated with cyberbullying victims. Our results confirm the relation between different types of aggressive behavior, particularly for perpetrators, which could account for a unique dynamic for bullying and cyberbullying perpetrators. Prevention programs should explore more comprehensive interventions aimed at adolescents and promote a better understanding of this type of aggression.

Although cyberbullying has been linked to cyber victimization, it is unknown whether witnessing cyberbullying impacts and is impacted by experiences of cyberbullying and victimization. In the current study, we examine the frequency of youth involved as victimized, bullying, and witnessing cyberbullying and how these experiences are associated across three academic years. Participants comprised 670 Canadian students who began the longitudinal study in grades 4, 7, or 10 at Time 1 (T1). Cyber witnessing represented the largest role of youth involvement in cyberbullying. Cyber witnessing was positively associated with both cyberbullying and victimization. Cyber victimization at T1 was positively associated with cyber witnessing at T2, which was positively related to both cyberbullying and victimization at T3. Findings highlight the significance of addressing the role of cyber witnesses in cyberbullying prevention and intervention efforts.

Cyberbullying is one of the issues to be addressed more patiently and effectively to lower its consequences. Teenagers are one of the biggest sufferers of cyberbullying. Cyber Bullying is not relatively new in literature, but a research gap exists. This phenomenological research approach examines different facets of cyber-bullying experiences in Pakistan. Focusing on the lived experiences, the researcher conducted One-on-one interviews with the potential participants. A thorough analysis of the victims' experiences highlighted significant themes such as introvert personality, depression and panic attacks. During this research, the researchers resulted in a lack of knowledge about the rules and laws regarding cyberbullying. Keywords: Cyber-bullying, Social Media, Teenage, Phenomenological approach, Mental disorders.