Caroline Butler

CYSE 201S

I reviewed an article from the International Journal of Cybersecurity Intelligence & Cybercrime titled “Cyberbullying: Its Social and Psychological Harms Among Schoolers”. 

The topic of the article, “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, relates to three principles of Social Sciences. The three principles are Ethical Neutrality, Determinism, and Objectivity. The first social science principle is Ethical Neutrality. Ethical Neutrality is a social principle that entails that scientists must abide by ethical standards when scientists are conducting their research. For example, social scientists can determine the effects of cyberbullying others. According to the article, a study that was conducted showed that students who endured regular bullying and cyberbullying showed signs of wanting to commit suicide. According to Lim and Lee, “Hinduja and Patchin (2010) also found that students who experienced both traditional and cyberbullying showed suicidal ideation or attempted to commit suicide.” (Lim & Lee, 2021). There are also many forms of cyberbullying that an individual can use to cyberbully others. According to Lim and Lee, “In addition, cyberbullying most often involves abusive or hurtful texts, emails, posts, images, and videos as well as deliberately excluding others online and gossiping or spreading rumors in an attempt to imitate and humiliate targeted individuals (Tokunaga, 2010; Watts et al., 2017).” (Lim & Lee, 2021). The questions that social scientists can ask consist of: What are the mental and physical results of cyberbullying victims? Should parents limit their children’s screen time on technological devices?. The second social science principle is Determinism. Determinism is a social science principle that entails how behavior is caused or influenced by previous life experiences. For example, an individual cyberbullying others. This behavior can be influenced from previous life events, such as the individual getting bullied when they were younger. This life event can result in the individual wanting to hurt others, similar to the hurt that individual experienced as a child. Lastly, the third social science principle is Objectivity. Objectivity is a social science principle that entails social scientists must remain objective when conducting their research. Examples of the social science principle Objectivity that are integrated into the article can consist of: Why do individuals cyberbully victims? What measures can be implemented to help stop cyberbullies from hurting others?.

After reading the article from the International Journal of Cybersecurity Intelligence & Cybercrime titled “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, I have come to the conclusion that the research questions that the article was trying to relay to readers consist of: Which groups of people do cyberbullies mainly target? What are the after effects of cyberbullying that victims experience?. It is imperative that these questions are addressed in the article because cyberbullying is a serious problem in society. It is unfortunate that innocent individuals are at the center for cyberbullies to harm them. The types of harm can be physically, mentally, and emotionally. I believe that there should be security measures to prevent cyberbullying, especially in school-aged children.

The research methods that were presented in the article “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, was a table that compiled studies of tests that entails the impacts of physical and psychological distresses that victims of cyberbullying experienced. (Lim & Lee, 2021). The ages that were presented on the table ranged from 10 years old-18 years old. (Lim & Lee, 2021). 10 teachers and 6 counselors were also used for the test as well. (Lim & Lee, 2021). The types of bullying that were shown on the table consisted of cyber victimization, internet victimization, cyber perpetrator, and cyberbullying. (Lim & Lee, 2021). The symptoms that were charted on the table was psychological distress, physical complaints, suicide attempt, empathy, self-esteem, symptoms of PTSD, depression, self harm, anxiety, social anxiety, etc. (Lim & Lee, 2021). Another research method that was used was  research that focused on cyberbullying victimization among youth individuals that focused on the impact of the presence of peer and adult support on the level of psychological harms and social harms. (Lim & Lee, 2021). The first hypothesis from the research was “Cyberbullying victims are less likely to experience social harm with adult support.” (Lim & Lee, 2021). The second hypothesis from the research was “Cyberbullying victims are less likely to experience social harm with peer support.” (Lim & Lee, 2021). The third hypothesis from the research was “Cyberbullying victims are less likely to experience psychological harm with adult support.” (Lim & Lee, 2021). The final hypothesis from the research was “Cyberbullying victims are less likely to experience psychological harm with peer support.” (Lim & Lee, 2021). These research methods can be used to find out how different types of cyberbullying can have psychological and physical impacts on victims. These research methods can also be used to demonstrate how peer and adult support can help victims from physically and psychologically harming themselves.

The type of data that was conducted in the article, “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, was Data, Dependent Variables, Independent Variables, and Control Variables that was used for tables that demonstrates “Negative Binomial Regression Model for Cyberbullying Victims with Social Harm” and “Negative Binomial Regression Model for Cyberbullying Victims with Psychological Harm” (Lim & Lee, 2021). The data that was used for both of these tables were from the National Crime Victimization Survey (NCVS) and School Crime Supplement (SCS). NCVS would interview each household member who was 12 years old and older. According to Lim and Lee, “The data used in the current study are from the National Crime Victimization Survey (NCVS) School Crime Supplement (SCS). Every year, NCVS interviews each household member who is aged 12 years and older.” (Lim & Lee, 2021). Whereas SCS would interview each household member that was between the ages of 12 and 18 who attends a primary or secondary school. According to Lim and Lee, “SCS interviews each household member aged 12 to 18 who attends a primary or secondary education program (Bureau of Justice Statistics, 2015).” (Lim & Lee, 2021). The Dependent Variables that were used in the tables were Social Harm and Psychological Harm. Social Harm was measured by students’ answers on if they were staying away from seven places at school, such as the school entrance, hallways, stairs, cafeteria, parking lot, restrooms, etc. Social Harm was also measured on if students were avoiding participating in any online activities. According to Lim and Lee, “In the current study, social harm was measured through students’ answers on whether or not they were staying away from seven different places in school (e.g., school entrance, hallways and stairs, cafeteria, restrooms, parking lot, other school building, or other school ground) or route to school, as well as avoiding any online activities.” (Lim & Lee, 2021). The Independent Variables that were used in the tables were Adult Support and Peer Support. (Lim & Lee, 2021). The Control Variables that were used in the tables were School Experience and Safety Features. (Lim & Lee, 2021). This data was charted into two tables. 

After reading the article, “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, the four concepts from class that relate to the article are the Psychodynamic Theory, the Behavioral Theory, Psychological Consequences of Victimization, and Social Sciences Disciplines (Psychology). The first concept from class is the Psychodynamic Theory. The Psychodynamic Theory entails that early life experiences/events can influence behavior. An example of this would be an individual cyberbullying others. The individual could be cyberbullying others because the individual could have possibly been bullied when they were younger. As a result of this, the individual can take to the internet to cyberbully others because the individual wants to hurt others because of the hurt they felt when the individual was a child. The second concept from class is the Behavioral Theory. The Behavioral Theory entails that behavior is learned from an individual’s surrounding environments, such as family, peers, social media, etc. An example of this would be an individual cyberbullying others because their friend is cyberbullying innocent victims. When the individual sees their friend cyberbullying others, the individual wants to engage in that behavior. The third concept from class is the Psychological Consequences of Victimization. The Psychological Consequences of Victimization can consist of depression, sadness, fear, etc. An example of this would be symptoms that were charted from the Physical and Psychological Impacts of Cyberbullying. The symptoms that were charted consist of depression, social anxiety, negative emotions (anxiety), and sadness. The fourth concept from class is Social Science Disciplines (Psychology). Psychology is a Social Science Discipline that is used to explain the science and complexity of human behavior. An example of this would be an individual engaging in cyberbullying activities. An individual could engage in cyberbullying activities because the individual could have had a rough childhood. The individual could have possibly experienced certain things that no child should have to endure, such as bullying. This can result in the individual using the internet to cyberbully victims. 

The topic of the article, “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, can raise two concerns for marginalized groups. The two concerns are cyber bullies targeting school aged children and the impact of cyberbullying victims. The first concern is cyberbullies targeting school aged children. Cyberbullies may target school aged children because of how they are perceived by their classmates. For example, a student may not have the nicest clothes or shoes. This can result in cyberbullies targeting that student by taking pictures of them without their consent. The second concern is the impact of cyberbullying victims. The article explores how the impact of cyberbullying can affect victims physically and psychologically. The after effects of victims that endured cyberbullying can consist of suicidal behavior, depression, self harm, sadness, social anxiety, etc. It is crucial that there are guidelines set to help prevent any form of cyberbullying or hate speech that can quickly spread on the internet.

The overall societal contributions of the article, “Cyberbullying: Its Social and Psychological Harms Among Schoolers”, has brought awareness to the lasting effects that cyberbullying can have on a victim. Although the victim does not experience any forms of traditional bullying, such as getting into a physical altercation at school, cyberbullying has just as much of an impact on victims. Victims can experience lasting effects due to cyberbullying, such as anxiety, depression, fear, etc. Providing awareness about the lasting effects victims can experience from cyberbullying will help make cyberspace a safe, virtual place where individuals can be themselves without having to worry about any potential cyberbullies.

Reference

Lim, H., & Lee, H. (2021). Cyberbullying: Its Social And Psychological Harms Among Schoolers. International Journal of Cybersecurity Intelligence & Cybercrime, 4(1), 25–45. https://doi.org/10.52306/04010321KNSZ7360