Ehriq White
Professor Griggs
Writing 391 (Literature Review)
23 February 2014

INTRODUCTION
Cyberbullying has become an extremely hot topic issue among parents and school officials as technological advancement has changed social behaviors over the last two decades. Cyberbullying occurs through texting, emails, social networks and the posting of inappropriate pictures of the person or persons victimized. While technology is a positive change for the future, bullies has created a significant challenge to the safety of society’s youth. Hinduja & Patchin (2008, p. 156)
In providing and overview of the literature, this review will describe researchers’ concerns and findings. After reviewing definitions of traditional and cyberbullying, this paper will describe findings on the means of bullying and the effects on perpetrators and victims. To conclude the literature review, a short overview will detail experts’ thoughts on solutions.
BODY
The rapid development of technology has allowed a social change among today’s youth. The access to internet has reached unprecedented levels among adolescents through many devices provided through technology. In comparison to the 1980’s into the 90’s, the internet can be accessed almost at a moment of the day. Researchers like Perren, Dooley, Shaw & Cross (2010), concluded that a high percentage of victims in Swiss and Australian adolescents of cyberbullying have one or two computer systems in their home. They also describe that today’s youth are labeled as wired. Some examples of wired include desktop computers, mobile phones, tablets, video game consoles, laptops and television. All of these devices are able to capture audio, video, and photographs while connecting to the internet. Hinduja and Patchin (2008) characterize this steady development as a period of social change, which can produce both negative and positive outcomes. At the risk of romanticizing, many authors point towards the various exciting opportunities for learning and self-development youth can gain from the internet. The research has proved that technology itself seems to be permeating today’s youth. Although, technology isn’t the major cause of cyberbullying but its accessibility has changed how bullying participate via cyber space rather than face to face confrontation. This is evident by the following definitions:
“… [it is] generally considered to be bullying using technology such as the internet and mobile phones” (Perren, Dooley, Shaw, & Cross, 2010, p.1)
“… willful and repeated harm inflicted through the medium of electronic text” (Hinduja & Patchin, 2008, p. 129) Perren, Dooley, Shaw, and Cross, D. (2010) characterized these cyberbullying developments as a period of social change. Over several years of examining cyberbullying behaviors, a more comprehensive understanding showed that 12 males and 29 females were bullied via internet rather by common form of bullying. The internet has become a safe haven for bullies in which can be exploited. The internet provides the opportunity for social support, identity exploration in which the internet interpretation defers qualitatively among youth than of adults. It is argued that the internet is used for communication and staying connected with peers and peer groups.
The researchers argue that parents are unaware of the obvious dangers of the internet. A report has found that a high percentage of adults use technology overwhelming more than the mid 1990’s. A third of parents own laptops basically used for personal use, work and communication with peers and peer groups. A study showed that some parents do not have controls in place for computer use in their homes. One author have found that an overwhelming amount of adolescence use the internet without their parents’ permission.
Debates about cyberbullying have been ongoing over the last two decades. Authors argue that various forms of internet use, electronic aggression, online social cruelty and electronic bullying is the definition of cyberbullying. Despite examples and definitions of cyberbullying, the most accurate definition could be intentional aggressive behavior among our youth and the imbalance of power perpetrated via cyber space. The only apparent difference to consider is the physical setting. Hinduja and Patchin (2008) raised issues regarding the transference of traditional bullying traits to cyberbullying and the analysis preclude that online bullying, physical power holds no weight and those more familiar with the technology hold more power over those who don’t. They point out many traits of cyberbullying includes tone of voice, facial expression and context of conversation is missing over traditional bully.
Hinduja and Patchin (2008) did find that girls tend to engage in cyberbullying due to their dislike for their target, retaliation and peer pressure. They suggest that girls receive different attacks, whereby the content of attacks on girls are relatively sexual in nature. Boys however usually targeted by bullies are normally perceived as sexual and physical. Age plays an interesting role in bully victim interaction. Evidence suggest cyberbullying occurs more often in twelve to seventeen years old.
The impacts of cyberbullying is considered in most cases have large impacts on victims than its traditional variant. It is argued that prolonged harassment leads to eating disorders, suicide and in extreme cases homicide. The exhibition of low self-esteem, anxiety, anger, depression and poor grades are some of the signs displayed by victims. Perren, Dooley, Shaw, and Cross (2010) confirms that boys are statistically at a higher risk of internalizing self-harm and suicide when speaking of cyberbullying. Noting the impacts of bullying and one’s developmental trajectory and one’s psychosocial well-being, Hinduja and Patchin (2008) cites the real consequences needs further study.
CONCLUSION
The authors have concluded that the effective way to deal with any form of bullying is to take the stakeholder approach. Youths have noted that with continuously reporting will help parents and teachers effective address this phenomenon. Further research is required to completely respond with appropriate intervention. When dealing with reporting, education should start with any age bullying seem to exist as well as the environment. Authors have argue that it is unclear that most youth still refrain from reporting because they are fearful of reprisal of their peer group and fear of losing internet privileges from parents. An early approach is the suggestive approach to this problem. Identify the problem, define the consequences of bullying, establish rehabilitation measures, and create support systems for victims. Hinduja and Patchin (2008) suggest similar approaches that focus on developing youth’s self-esteem and vulnerabilities.
Some authors would suggest a more professional and philosophical approach. Regardless the approaches, it is important to recognize early on the differences directly and indirectly to gauging cyberbullying. While not all articles reviewed utilized internet or classroom surveys, Hinduja and Patchin (2008) utilized such methodology. They did not concede that the study of cyberbullying is difficult but can be viewed as intangible and non-corporeal nature. It may also be necessary to examine cultural aspects and the socio-economic framework to fully understand the behaviors or bullying and cyberbullying in order to establish concrete control and prevention measure. According to Ainsley (2011 pg. 346), “schools are better institutions than courts to address the issue of cyberbullying. Since education is the mission of schools, they are better equipped to address cyberbullying before it occurs by educating students and faculty members about it. Schools are also often the link between the cyberbully and victim and are, therefore, better positioned to intervene, punish, and rehabilitate the cyberbully”. Cyberbullying will remain an issue in society globally in regards to today’s youth and the advancement of technology. The problems associated with cyberbullying will continue to grow as the influences of technology in our daily lives increase. The current prevention laws is not an adequate solution to cyberbullying, an issue that deserves the attention of national lawmakers due to its potentially grave consequences, including death. (Ainsley 2011 pg. 346)

Bibliography
Ainsley, G. (2011). Cyberbullying: The New Gender Harassment and How Legislatures Can Protect Free Speech While Ensuring That Laws Keep Pace with Technological Advances. Wisconsin Journal of Law, Gender & Society, 26(2), 313-348.
Barlett, C.P., & Gentile, D.A (2012). Attacking others online: The formation of cyberbullying in late adolescence. Psychology of Popular Media Culture, 1(2), 123-13 5. Doi: 10.1037/a0028113
Bayar, Y., & Ucanok, Z. (2012). School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status. Educational Sciences: Theory & Practice, 12(4), 2352-2358.
Brown, C. F., & Demaray, M. K. (2009). Cyberbullying Research. Communique (0164775X), 38(4), 19.

Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization. Deviant Behavior, 29(2), 129-156.
Holfeld, B. (2012). Middle School Students' Perceptions of and Responses to Cyberbullying. Journal of Educational Computing Research, 46(4), 395-413.
Perren, S., Dooley, J., Shaw, T., & Cross, D. (2010). Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents. Child & Adolescent Psychiatry & Mental Health, 428-37. doi:10.1186/1753-2000-4-28
Walrave, M., & Heirman, W. (2011). Cyberbullying: Predicting Victimization and Perpetration. Children & Society, 25(1), 59-72.