Experiences Of Cyberbullying Research Articles

Co-occurrence of Traditional and Cyberbullying Victimization Among Adolescents: Characteristics, Psychological Difficulties, and Resilience.

This study examines whether students' experience of combined victimization, the experience of both traditional bullying and cyberbullying, is correlated with psychological difficulties. Additionally, the study examines whether Israeli students who cope with combined victimization differ in their resilience resources from students who experience solely traditional bullying, cyberbullying, or neither. Participants included 430 students aged 13-15 years from four Israeli schools who completed self-report questionnaires. The study results indicate that students who experience combined victimization experience significantly greater psychological difficulties than students who experience traditional bullying and students who experience no victimization. Moreover, the extent of emotional self-efficacy and social support among students who experienced combined victimization was significantly lower than those who experienced no victimization. Implications of the results are discussed.

The role of school climate on student disclosure of private information and cyberbullying: a comparison of regular and vocational school students in China.

Adolescents are experiencing an unprecedented cyber-saturated environment where the disclosure of private information should be approached with caution. This study aims to investigate the effects of school environment, including student support, teacher support, and opportunities for autonomy, on students' disclosure of private information and their experiences with cyberbullying. In September 2022, a total of 1,716 students (mean age = 14.60, SD = 1.35) from three regular and vocational schools in China participated in the survey. The results showed that 35.6% of the participants had experienced victimization by cyberbullying, and 12.6% had perpetrated cyberbullying. Vocational school students reported significantly higher rates of cyberbullying and lower levels of perceived school climate than students from regular school. Student support in the school environment was found to negatively affect both cyberbullying perpetration and victimization, with this impact appearing to be stronger in regular schools as compared to vocational schools. Opportunities for autonomy and the disclosure of private information were positively correlated with experiences of cyberbullying. This study introduces a novel perspective that perceived school climate influences adolescents' disclosure of private information and their involvement in cyberbullying. The findings could provide implications for future research and practices aimed at child protection in cyberspace.

Psychometric analysis of questionnaire of cyberbullying and aggression on the Internet

Introduction. The socialization of a modern teenager is inevitably connected with digital skills and communication on the Internet. The Internet itself acts as a cognitive technology that has many benefits and opportunities for cognitive development and education. At the same time, a child's activity on the Internet can lead to a number of risks, including a collision with aggression in the online space. With the development of information technology, a special type of bullying is being formed – cyberbullying. Often, Russian scientific articles do not provide data on the psychometric qualities of cyberbullying questionnaires and questionnaires used in the study. The content of the cyberbullying questionnaire requires constant updating and clarification of behavioral manifestations.Materials and Methods. The paper describes the results of a psychometric test of questionnaire of cyberbullying and aggression on the Internet. The questionnaire consists of 18 direct questions and is designed to define the experience of cyberbullying. Psychometric features of the Survey were tested among sampled 312 respondents, including girls (n=231) and boys (n=81) at the age of 13-22.Results. An exploratory factor analysis determines a four-component model of the Survey: cybervictimity, cyberagression, negative emotions from online communication and a factor of adults’ assistance. The Survey’s scales were verified for their reliability: Cronbach’s alpha coefficient of scales’ internal consistence is 0.712 – 0.779. The Surveys’ scales are reliably interconnected by their correlational ties from 0.50 to 0.60.Discussion and Conclusions. Convergent validity of the Cyberbullying Survey is examined: this revealed reliable correlational ties with all CIAS scales, as well as with personal features of irascibility, proneness to conflicts, suspiciousness, and negative aggression on the whole (Personal Aggression and Proneness to Conflicts by E.P. Ilin and P.A. Kovalev). The obtained results prove that the Survey under analysis is a reliable psychometric instrument for studying cyberbullying which could be applied for scientific purposes and in practice.

GENDER DIFFERENCES IN EXPERIENCING CYBER-BULLYING AND CYBER-STALKING AMONG YOUNG ADULTS Masooma Mubasher

This research specifically aims to investigate the prevalence of online harassment among boys and girls. A study on the perception and experiences of young adults regarding online harassment victimization has been selected with the topic "Gender differences in experiencing cyber-bullying and cyber-stalking." It offers detailed insights into their experiences and behaviours concerning cyber bullying, as well as the impact of cyber bullying on their lives and their coping strategies. This qualitative study employs a purposive sampling technique, with 12 participants (6 males and 6 females) aged 19 to 30 from various colleges and universities engaging in in-depth interviews. Thematic analysis was utilized to transcribe and analyze the interviews. The findings reveal no significant gender differences in cyber bullying and cyber stalking experiences among young adults. Both boys and girls were found to be targets of online harassment, but they often refrained from reporting such incidents due to privacy concerns. The primary challenge for future cyber bullying prevention efforts will be keeping up with the rapid advancements in technology. Keywords: Cyber bullying, cyber-stalking, social networking sites, young adults, online moral disengagement.

Cyberbullying Victimization and Social Anxiety: Mediating Effects with Moderation

Cyberbullying experiences are considered an important factor contributing to social anxiety among college students. However, potential mediators of the relationship between cyberbullying and social anxiety, which may strengthen or weaken this relationship, are unclear. The present study examined the mediating role of self-esteem and appearance anxiety, as well as the moderating role of gender. A total of 269 college students participated in a questionnaire survey on cyberbullying victimization, appearance anxiety, self-esteem, and social anxiety, and 240 valid questionnaires were obtained, including 71 from males and 169 from females. The results show that cyberbullying victimization was significantly and positively correlated with appearance anxiety and social anxiety; appearance anxiety was significantly and positively correlated with social anxiety; and self-esteem was significantly and negatively correlated with social anxiety. Cyberbullying victimization mainly affects college students’ social anxiety in two ways: the mediating role of appearance anxiety and the sequential mediating role of appearance anxiety and self-esteem. In addition, gender plays a moderating role between self-esteem and social anxiety. We discussed the practical implications of the current study and measures of behavioral interventions for college students.

Adolescent-Caregiver Agreement Regarding the School Bullying and Cyberbullying Involvement Experiences of Adolescents with Autism Spectrum Disorder.

School bullying and cyberbullying victimization and perpetration are prevalent in adolescents with autism spectrum disorder (AASD). However, the levels of adolescent-caregiver agreement regarding the bullying involvement of AASD and the factors associated with these levels remain to be evaluated. In the present study, we evaluated the levels of adolescent-caregiver agreement on the school bullying and cyberbullying involvement experiences of AASD and the factors associated with the levels of agreement. This study included 219 dyads of AASD and their caregivers. The school bullying and cyberbullying involvement experiences of the participating AASD were assessed using the School Bullying Experience Questionnaire and the Cyberbullying Experiences Questionnaire, respectively. Attention-deficit/hyperactivity disorder, oppositional defiant disorder (ODD), depressive and anxiety symptoms, and autistic social impairment were also assessed. AASD and their caregivers had poor to fair levels of agreement regarding the school bullying and cyberbullying victimization and perpetration experiences of AASD. Severe inattention, hyperactivity-impulsivity, ODD, depressive and anxiety symptoms, and autistic social impairment were associated with high levels of adolescent-caregiver agreement. When assessing the bullying involvement experiences of AASD, mental health professionals should obtain information from multiple sources. In addition, the factors influencing the levels of agreement should be considered.

Exploring Definition of Cyberbullying and its Forms From the Perspective of Adolescents Living in Pakistan.

There exists a great disparity in the literature on the definition of cyberbullying. This research aimed to explore the definition and forms of cyberbullying from adolescents' perspectives. Six focus groups (N = 36) were conducted with participants aged 16-21years (M = 17.6, SD = 1.8). The focus group guide was used to gain an understanding of adolescents' perceptions and experiences of cyberbullying. The thematic analysis revealed that, contrary to the literature, participants do not apply traditional bullying definition (intention, repetition, and power imbalance) to cyberbullying. They argue about the relevance of traditional bullying criteria in certain contexts. For example, they stressed upon the perception of the victim, if the victim perceives something emotionally damaging, then intention, repetition and power imbalance become completely irrelevant. Memes and cybermobs were also found to be novel forms of cyberbullying. The current research extends the literature by adding adolescents' perceived definitions and novel forms of cyberbullying.

Cyberbullying of Vietnamese High Schoolers during Social Distancing due to COVID-19

Introduction. The article is devoted to the study of the problems encountered by Vietnamese schoolchildren during the period of strict restrictions in the form of social distancing to combat the 4th wave of COVID-19 in Vietnam. This is the first systematic study in Vietnam that uses reliable research tools to assess cyberbullying among adolescents during COVID-19 social distancing. Materials and Methods. The study draws on a survey of 787 (grades 6–12) Vietnamese teenagers randomly selected from provinces and cities in the north of Vietnam. An expert survey of students was conducted using the Google Form service. The reliability of the results of the study was verified using the alpha coefficient (ANOVA test) and factor analysis EFA. Results. The final statistical data obtained showed a significant influence of factors: gender, course of study (age), place of residence, purpose, time of use and type of social network on cyberbullying of Vietnamese teenagers and young men. The negative strategy of combating cyberbullying and the experience of cyberbullying (as a subject or victim), which are factors strongly influencing cyberbullying in Vietnamese adolescents and young men, has been identified. During social distancing, Vietnamese teenagers and young men developed a tendency to abuse social networks for entertainment and communication purposes. During social distancing, the manifestations of bullying through social networks in Vietnamese teenagers showed an increase at an alarming rate, focusing mainly on 2 groups of behavior, including “mental violence and invasion of privacy” and “online fraud and sexual harassment”. A closed causal cycle of cyberbullying has been identified, in which the mediating factor contributing to this cycle is the way a teenager reacts negatively to cyberbullying during social distancing due to COVID-19. Discussion and Conclusion. The results of the study are an important basis for the creation of prevention and psychological intervention programs to help Vietnamese adolescents and young men during social distancing due to COVID-19 in order to prevent cyberbullying, contributing to mental health.

The Bully-Victim Overlap and Vaping Activity Among Adolescents

Previous research links substance use with bullying perpetration and bullying victimization. Limited research, however, has explored how vaping, is related to bullying activities. What limited research has been conducted links vaping with bullying victimization in some samples. However, the relationship between vaping and the victim-offender overlap is extremely limited. This study addresses this gap in the literature by exploring the associations between nicotine and marijuana vaping and bullying perpetration and victimization both in-person and online. In addition, we explore the relationship between vaping and holding bully-victim status. Our results suggest that marijuana vaping is associated with in-person bullying and nicotine vaping is associated with many facets of both in-person and cyber bullying experiences.

Neuroticism, Empathy, and Internet Addiction in Different Roles in Cyberbullying

IntroductionResearch on cyberbullying has focused on the psychological characteristics of victims and aggressors, but the important roles of bystanders and defenders have not been sufficiently explored (Escortell et al., 2020; Polanco-Levican, Salvo-Garrido, 2021; Schultze-Krumbholz et al., 2018).ObjectivesThe aim is to compare neuroticism, empathy, and Internet addiction in adolescents in different roles in cyberbullying.Methods1505 adolescents aged 12-17 years old from 8 Federal regions in Russia appraised their experience of cyberbullying (as aggressors, victims, passive bystanders and defenders) using vignettes and filled Aggression Questionnaire (Buss, Perry, 1992), Ten-Item Personality Inventory (Gosling et al., 2003; Egorova, Parshikova,2016); Interpersonal Reactivity Index (Davis, 1983; Karyagina, Kukhtova, 2016) and Chen Internet Addiction Scale (in adaptation Malygin, Feklisov, 2011).ResultsMore than one-third of adolescents (37%) reported experience of cyberbullying in different roles, mostly as passive bystanders (52%). Among the active roles were 30% defenders, 10% victims and 7% aggressors. Aggressors have the lowest empathy scores on the scales of Fantasy (F= 5.424, p=0.001) and Empathic Concern (F= 2.914, p=0.034) and Neuroticism (F= 3.060, p=0.028), while defenders, on the contrary, have the highest levels. The level of these psychological characteristics in victims is lower than in defenders and bystanders. These results are coherent with a number of studies (Escortell et al., 2020; Schultze-Krumbholz et al., 2018). There are no significant differences in Internet addiction between adolescents in different cyberbullying roles.ConclusionsResults can be used to effective intervention and prevention of cyberbullying based on specific personality role profiles. The research was supported by RSF (project No. 18-18-00365)DisclosureThis work was supported by the Russian Science Foundation, project # 18-18-00365.

The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers

Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.

Relationships of Homophobic Bullying Victimization during Childhood with Borderline Personality Disorder Symptoms in Early Adulthood among Gay and Bisexual Men: Mediating Effect of Depressive Symptoms and Moderating Effect of Family Support.

This study investigated (1) the associations of homophobic bullying victimization in childhood with borderline personality disorder (BPD) symptoms in early adulthood among gay and bisexual men; (2) the mediating effect of depressive symptoms on the association between homophobic bullying victimization and BPD symptoms, and (3) the moderating effects of perceived family support on the association between homophobic bullying victimization and BPD symptoms. A total of 500 gay or bisexual men aged between 20 and 25 years were recruited into this study. The experiences of physical, verbal and social relationship bullying victimization during childhood were evaluated using the Mandarin Chinese version of the School Bullying Experience Questionnaire. The experiences of cyberbullying victimization during childhood were evaluated using the Cyberbullying Experiences Questionnaire. BPD symptoms were assessed using the Borderline Symptom List. Depressive symptoms were examined using the Center for Epidemiologic Studies Depression Scale. Perceived family support was evaluated using the Family Adaptation, Partnership, Growth, Affection, and Resolve index. The results of mediation analyses demonstrated that all the types of homophobic bullying victimization in childhood were directly associated with BDP symptoms in young adulthood as well as indirectly associated with BPD symptoms through the mediation of depressive symptoms. The results of moderation analyses demonstrated that the association between homophobic bullying victimization and BPD symptoms decreased when the individuals had more family support. Intervention programs to reduce homophobic bullying victimization and enhance family support for gay and bisexual men and their families are necessary. Interventions to improve depressive and BPD symptoms among gay and bisexual men are also necessary, especially for those who experienced homophobic bullying victimization during childhood.

SOCIAL MEDIA USAGE AND CYBER-BULLYING WITH SOCIO-PSYCHOLOGICAL CONCERNS: A PHENOMENOLOGICAL STUDY IN PAKISTAN

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.

Digital competence as a protective factor against gaming addiction in children and adolescents: A cross-sectional study in Hong Kong

SummaryBackgroundDigital competence can help children and adolescents engage with technology for acquiring new knowledge and for broadening social contact and support, while reducing the risk of inappropriate media use. This study investigated the effects of digital competence on the risk of gaming addiction among children and adolescents. We explored whether students with good digital competence were protected from the adverse effects of media use and the risk of gaming addiction.Methods1956 students (690 primary and 1266 secondary) completed a digital competence assessment and a self-report questionnaire on their mental health status, use of digital devices, and experiences of cyberbullying. Multiple regression analyses with further mediation and moderation analyses were performed to investigate the association of digital competence with gaming addiction and mental health in children and adolescents.FindingsRegression analyses showed that children and adolescents with better digital competence were less likely to develop gaming addiction (β = -0.144, p < 0.0001) and experienced less cyberbullying behaviour as perpetrators (β = -0.169, p < 0.0001) and as victims (β = -0.121, p < 0.0001). Digital competence was found to mediate the relationship between digital device usage time and gaming addiction.InterpretationDigital competence is associated with less gaming addiction and could potentially lead to better mental wellbeing by reducing the risks of gaming addiction and cyberbullying. Education that promotes digital competence is essential to maximize the benefits of media use, while reducing the potential adverse effects from the inappropriate use of digital devices.FundingThis study was supported by a grant from the Research Grants Council of the HKSAR Government (#T44-707/16N) under the Theme-based Research Scheme

Cyberbullying, metacognition, and quality of life: preliminary findings from the Longitudinal Adolescent Brain Study (LABS)

Cyberbullying contributes to poor mental health outcomes and quality of life (QoL), and peer victimisation has been shown to be positively associated with both positive and negative metacognition. Whilst metacognitive beliefs are associated with pathological worry, obsessive–compulsive symptoms, and rumination in depression, research is yet to examine whether metacognitive beliefs influence negative outcomes, such as reduced QoL, associated with experiences of cyberbullying. This study examines whether cybervictimisation, cyberbullying and metacognition play predictive roles in QoL, and if metacognition mediates any association between cybervictimisation, cyberbullying and QoL over time. Participants in the Longitudinal Adolescent Brain Study (LABS), aged 12 years and in grade 7, who had completed up to four assessment time-points (T) were included in this analysis: T1: N = 65; T2: N = 61; T3: N = 56; T4: N = 44. Structural equation modeling revealed significant associations between cyberbullying, cybervictimisation, metacognitive beliefs, and QoL. However, mediation analysis showed that only cognitive confidence acted as a partial mediator between cybervictimisation and QoL. The results suggest those who were more frequently cybervictimised had reduced confidence in their memory, which resulted in lower QoL. In addition, uncontrollability/danger and superstition, punishment, and responsibility were all negatively associated with QoL, indicating that as these metacognitive beliefs increased, QoL decreased. Our findings highlight the detrimental impact that cybervictimisation experiences can have on QoL in young people over time, and that some forms of metacognitive beliefs can also impact QoL. These findings can inform educators and health professionals on the importance of metacognition in regard to QoL over time, particularly in those who experience cybervictimisation.

Sexuality, gender and culturally diverse interpretations of cyberbullying

The cyberbullying field has quickly expanded in the past 20 years and especially includes strong emphases on diverse and marginal youth groups. However, the field’s literature defines cyberbullying in widely diverging ways while lacking consideration of how diverse youth groups themselves define and apply the term cyberbullying. This article aimed to consider how culturally, sexuality and gender-diverse youth understandings, experiences and interpretations of cyberbullying can be used to redress gaps in current academic notions of cyberbullying. Semi-structured interviews were conducted with 19 young people exploring their understandings, interpretations and experiences of cyberbullying. Participants were aged 18–25 years and self-identified as from a culturally and linguistically diverse (CALD) background and/or part of the LGBTQIA+ community. Interview question themes explored participants’ social media engagement, online communities and cyberbullying experiences. NVivo was used to perform thematic analyses. Findings largely suggested that the confusion regarding the term and definition of cyberbullying among researchers is also reflected in the population of diverse young people’s understandings and interpretations of cyberbullying. Whether these conflicted definitions were due to the confusion among youth populations or because academics and policymakers have failed to communicate a clear cyberbullying definition to the public was unclear. Considerations and future directions around the language and behaviours that should be included in a definition of cyberbullying are suggested to more clearly communicate the concept to future respondents and to the wider community.

Self-Reported Depressive Symptoms and Suicidality in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Bullying Involvement, Frustration Intolerance, and Hostility.

This study examined the relationships of cyberbullying and traditional bullying victimization and perpetration, perceived family function, frustration discomfort, and hostility with self-reported depressive symptoms and suicidality in adolescents diagnosed as having attention-deficit/hyperactivity disorder (ADHD). Both the self-reported severity of depressive symptoms on the Center for Epidemiological Studies Depression Scale and the occurrence of suicidal ideation or a suicide attempt on the suicidality module of the Kiddie Schedule for Affective Disorders and Schizophrenia were assessed in 195 adolescents with ADHD. The adolescents completed the Cyberbullying Experiences Questionnaire, Chinese version of the School Bullying Experience Questionnaire, Frustration–Discomfort Scale, Buss–Durkee Hostility Inventory, and Family APGAR Index. Caregivers completed the ADHD problems component of the Child Behavior Checklist for Ages 6–18. Multiple regression analyses were used to examine the correlates for each of self-reported depressive symptoms and suicidality. The results showed that after the effects of gender, age, ADHD symptoms, and family function were controlled, greater frustration discomfort and bullying perpetration significantly predicted self-reported depressive symptoms. Being cyberbullying victims and displaying hostility significantly predicted the risk of suicidality. Various types of bullying involvement, frustration intolerance, and hostility significantly predicted self-reported depressive symptoms and suicidality in adolescents with ADHD. By monitoring and intervening in these factors, we can reduce the risk of depression-related problems and suicidality in adolescents with ADHD.

Online and offline victimisation: a cluster analysis of adolescent victims of bullying and cyber-bullying in Chile

ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially among children and adolescents. However, there is much research on risk factors, the evidence about victim typologies that combine online and offline bullying with the specific nature of the victimisation episodes and other sociodemographic and individual features is still scarce. This study contributes by combining the poly-victim framework with the cyberbullying and online risk approaches. We used data from the Kids Online survey conducted in 2016 and analysed a national sample of 1,000 Internet users in Chile between 9 and 17 years old. The aim was to classify youth based on their cyber and traditional bullying experiences and examine the clusters’ features based on age, sex, socioeconomic status, technology use and skills, risky offline behaviours and well-being. A two-step cluster analysis identified three groups: poly-victims (23%), occasional digital victims (30%), and frequent offline victims (41%). These groups significantly differed by age, sex, Internet use, digital skills, risky offline behaviours and psychological characteristics. These results highlight the heterogeneity and complexity of both traditional and cyberbullying and the need to tailor interventions for diverse types of victims. IMPACT SUMMARY a. Prior State of Knowledge: Bullying is a serious problem both in its traditional and cyber-forms. Both share commonalities and present divergences regarding risk factors and psychological consequences associated. Whereas they can be distinct types of victimisation, a significant percentage of victims suffer both. b. Novel Contributions: Frequent offline bullying, occasional digital victimisation, and poly-victimisation should be considered three victimisation forms. These three experiences differ significantly in their age and sex composition, Internet use, digital skills, risky offline behaviours and psychological characteristics. c. Practical Implications: Identification of victim groups is critical to developing a more tailored approach to support different victims and reduce various forms of harassment. Moreso, because the current impacts of bullying-prevention programs are relatively small.

“THE LIVED EXPERIENCES OF CYBERBULLIED SENIOR HIGH SCHOOL STUDENTS: A UNITED ARAB EMIRATES CASE”

This research study intends to explore the cyber bullying experiences of selected students in a non-Arab High School institution in Dubai, United Arab Emirates (UAE). To carry out this intention, the researchers extracted themes in the narratives of lived experiences and analyzed transcribed interview data provided by 10 respondents who underwent a rigid pre-qualifying process of selection. The study is focused on the cyberbullying experiences of the students engaged in social networking sites in Dubai. The respondents of the study were Grade 11 and 12 senior high school students, age 15-18 years old, both male and female. Further, this study determined the emotional, psychosocial and cognitive needs presented by the respondents.The researchers used phenomenological, qualitative analysis of narrative data research design. Through purposive sampling method, ten students from the 100 targeted senior high school students were selected for in-depth interview. The participants were selected based on their experiences as a victim of cyberbullying like exclusion, denigration, masquerade, outing and discrimination.From the emerging themes, there were related theories presented in the framework focused on the emotional, psychosocial and cognitive needs of the victims of cyberbullying. The result of the study is conclusive as evident by victims of cyberbullying whose emotional, psychosocial and intellectual state of being were affected. However, they demonstrated willingness to form a support group to extend help to people of the same dilemma and further a more comprehensive and recommendatory approach on this study.

Effects of Cyber Bullying on the Youth: A Case Study of Lahore Students

Cyber bullying is becoming major concern especially when social media is booming and the increase amount of usage of social media. To explain this phenomenon, theoretical frame work “Spiral of silence” theory is used in this research article. The survey was distributed to university students and to perform the survey 300 sample size of university students were chosen. The results were analyzed using Percentage method. Results indicated that university students who were victimized by cyber bullying experiences Harassment, threats, body shamming and hateful comments. Most of the cyber bullying victims are girls. The researcher was able to find how bullying affect mental health of youngsters. The researcher was also able to determine that cyber bullies is not always suicide is not ended up at suicide. The researcher also recommended that government should give awareness about bullying laws and it should be discuss in institutions as well.