Defining and conceptualizing cyberbullying.

Abstract

Although cyberbullying is undoubtedly a by-product of the union of adolescent aggression and electronic communication; it is it's propensity for growth which gives cause for concern for researchers and educational practitioners (Cassidy, Faucher, & Jackson, 2013). Further, empirical evidence reports that the impacts of cyberbullying include: distress (Li, 2010), loneliness (Sahin, 2012), depression (Tynes, Rose, & Williams, 2010), increased psychosomatic symptoms (Sourander et al., 2010), suicidal ideation (Hinduja & Patchin, 2010), and reduced academic performance (Smith et al., 2008). Despite this attention, many questions remain unanswered with regard to the conceptual and theoretical similarities between face-to-face bullying and cyberbullying. It is widely accepted that definitions of face-to-face bullying include aspects of repetition, power imbalance, and intention (Olweus, 2013). There are three forms of face-to-face bullying: physical, verbal, and social (Rigby, 1997). Physical bullying is a ‘direct’ form of aggression that involves hitting, punching, kicking, or any other action that can inflict physical pain or harm. The power imbalance between the perpetrator and the target in physical bullying makes it difficult for the target to defend themselves and prevent the actions being repeated (Rigby, 2002).