Bullying Vs Traditional Bullying

Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying.

This problem has become more pressing and has been a greater focus in the media. Social media has also brought the issue to the forefront in the last several years and, itself, plays a role in today’s age of bullying, cyber bullying. The Matt Epling Safe School Law (2011/2014) was amended in 2014 to add a section specifically directed at cyberbullying. The legislation identifies bullying as anything that is composed, spoken, acted out, or conveyed electronically. These acts are said to disrupt educational opportunity, impart emotional disturbances, influence physical and mental health, and/or impact the daily functioning of the educational institution (Matt Epling Safe School Law, 2011/2014). These definitions demonstrate the severity of the social problem,

Traditional bullying used to be more common back when there was no texting or social media. Bullying consistently takes place in person: the common actions often include teasing, taunting, humiliating, and sometimes showing acts of violence. Cyberbullying takes place online making it more humiliating and intolerable for the victim since the information doesn’t go away. They both equally cause the victim emotional distress and significantly lower their confidence while the bully feels more authoritative and quite satisfied. While the fear of getting bullied grows in the victim, they start to feel unsafe and decide not to go to school. All the students deserve to attend school without the fear of getting humiliated, harassed, or bullied, but what are the bystanders and teachers doing about bullying?

In recent years the problematic circumstances of bullying has been brought to attention as a widespread problem. Most bullying takes place on school grounds and outside school grounds, affecting numerous students. Bullying is any unwanted aggressive behaviors of youths or groups of youth who are not current dating partners or siblings that involves a perceived or observed power of imbalance and is repeated multiple times or is highly likely to be repeated. Aggression such as name calling, hitting, tripping, purposely leaving out of the group, and rumor spreading may be considered as bullying. Bullying through technology, also known as cyberbullying is a form of bullying that occurs through chat rooms, instant messaging, e-mail, text messaging, pictures, and websites.

Bullying is a form of social interaction that is shaped by social norms of youths and adults as well schools and broader society. Bullying used to be thought of a playground hazard, perhaps even an essential rite of the passage. Most of the time have changed and there is increasing recognition that bullying can affect anyone, of any age, from childhood to adulthood, and that it makes lives miserable and unpleasant. Online and offline bullying are often related. A bullying relationship in school often extends to technology devices. Offline bullying is more prevalent among middle school students, where cyber bullying is more common among high school students. Youth involved in bullying whether they are the perpetrator or the victim tend to have

Pushing, shoving, name calling, teasing. When one reads these words, the first thing that we might associate it with is bullying. Whether or not we have experienced it ourselves, we have at least heard about it. However, as technology advances, so does the method of bullying. Today in our world that is run by technology, the modern method of bullying is called cyber bullying. The most recent definition of this is, “…………………This type of bullying allows the perpetrator to hide behind a computer screen or a phone screen and harass their victims without the need to meet face to face. This causes a new problem to arise in our public schools. Traditional bullying taking place at school was easy to spot and see; therefore, immediate punishment

School staff and supervisors organize solutions to prohibit bullying on and outside of campus. In the article, “Should Schools Punish Cyberbullies?” Kaitiln Menza states,“They should teach students why it’s wrong, how it hurts people, and what they can do to stop it.”(Menza). If teachers show students how to prevent bullying then it can have a positive impact inside and outside of school environments. Teachers and administrators can also teach the negative and lasting impacts of bullying it can help prevent this situation. To address this, the author states, “If we empower administrators to take cyber bullying more seriously, students will as well!”(Menza). This would suggest that if staff takes more control over bullying then it will become an important lesson to take bullying as a serious matter. It is clear, therefore that students will follow in their peers’ footsteps, so it is best to teach students that bullying is not the right thing to

Bullying is generally defined as any deliberate act of aggression towards another person with the intentions of causing harm or suffering. Cyber bullying can be termed as the use of electronic communications (e-mail, text messages, instant messaging, social media, etc.) in which to humiliate, intimidate, threaten, or harass others and is often done anonymously. Though it as not as prevalent as “traditional bullying”, it has become a much more popular version of bullying because of the convenience of anonymity and the fact that it can be done any time of the day or night and anywhere.

Bullying is on the rise across the nation. According to the National Center for Educational Statistics, 30 percent of students of students were bullied during the 2010-2011 school year. Whether verbal or physical, bullying has a negative effect on the victims. Students who are bullied often experience depression, loneliness, anxiety, and isolation. The common types of bullying in a school setting are physical and verbal. With the rise in the use of social media, cyberbullying has become a big problem among children. Children who bully others are often bullied at home by a parental figure. This is why it is very important to incorporate moral instruction into the curriculum, teaching students about respect and caring for others, instead of bullying them. Schools have started to take extra precautions to eliminate bullying by implementing prevention programs. As educators, it is our responsibilities to prevent bullying from happening in our schools and protect our students. It is important that we model moral and ethical behavior for students to follow. It’s also important that we take precautions and investigate all forms of bullying, instead of only taking action when we witness physical aggression.

School bullying is one of the issues being hotly debated today. It effects on daily life, psychological and physical of each student. This is the issue that parents and teachers must understand to be able to control their children in a better way. This report will show the acts and manifestations of school bullying and its impact on children. In addition, this report also made some comments about cyber-bullying.

If we went back a decade, this book would not exist because the Internet was not at the level and capabilities that it is nowadays. Bullying, in general, creates memories that can last a lifetime. Everyone can remember, at least one experience, of bullying that, to this day, can be remembered like it was yesterday. “Cyberbullying, also known as electronic bullying or online social cruelty, is defined as bullying through e-mail, instant messaging (IM), in a chat room, on a Web site, on an online gaming site, or through digital messaging or images sent to a cellular phone” (Agatson, Kowalski, & Limber, 2012). Cyberbullying has increased as a direct correlation to

In addition, Martin makes the subtle claim that technology accelerates the rate of bullying, to the point where it is replacing physical bullying. It is noted that cyber bullying is nearly impossible to oversee due to the fact that children are not only intimidated of the social repercussions they will face from exposing their cyber bullies, but because they also fear that they will no longer have access to the internet. Finally, Martin claims that implementing anti-bully policies is not enough to combat bullying. Martin believes that the quality of these policies must be thoroughly regulated and consistently reinforced in order to have any legitimate effects in practice. The author concludes by repeating the statement that bullies and victims are considerably likely to have behavior problems, and briefly mentioning that a combination of being both victimized at school and home produces a significant chance of developing clinically defined sociopathic characteristics.

The word 'bullying' has developed a very traditional definition amongst society: a face-to-face interaction involving either verbal abuse and/or physical abuse. With the technological advances that have occurred within the past 15 years, bullying has become anything but traditional. Children and teens have more access to the Internet and to social media platforms more than ever before, thus allowing them to avoid face-to-face interaction. Within the past 15 years, there has been a significant rise of cyberbullying in the youth demographic (ages 12-18) (Slonje, Smith, & Frisén, 2013). In order to understand what the difference between traditional bullying and cyberbullying is, one must familiarize themselves with the definition of cyberbullying.

Ortega, et al., (2012) found that bullying victims all have their own emotional responses when they experience cyberbullying. Most of the time, victims felt angry; however, some were not bothered at all. Less common outcomes that victims report after being cyberbullied include feeling ashamed and endangered (Ortega, et al., 2012). In other words, victims who are cyberbullied have more control over their feelings about the situation than those who have been bullied in person. This can result in victims having difficulties with coping strategies because they are not used to a cyberbullying environment (Ortega, et al., 2012). Since cyberbullying can happen to anyone who has access to technology and without the need for face to face interaction, victims can more easily hide their feelings from the aggressor. However, victims who are not bothered by being cyberbullied could be in trouble too. Ortega, et al., (2012) states that the reason why victims choose to ignore is possible because of the victims’ lack of awareness, seeing cyberbullying as a lesser danger than traditional bullying. As stated before, some cyberbullying behaviours are less harmful than others. It is also easier to ignore cyberbullying than traditional bullying. During a face-to-face interaction with a bully, the emotions on the victim’s face can be seen clearly and it is harder to ignore that. The emotional response of victims of traditional bullying could easily be altered since they can read the intentions of

Children starts from the early to “self-regulate” their behavior when raised by parents that impact an honest life style in their lives by also, consistently reinforced them when they behaved morally and punished them when they misbehaved. However, when children are exposed to models of morally acceptable behavior rather than brought up in the company of lairs or cheaters that will enable those well-developed self-regulatory mechanisms cause them to take responsibility for their actions rather than to disengage morally, but will likely behave in morally acceptable ways (Zastrow & Krist-Ashman, p. 350, 2016).