Cyberbullying: A Growing Threat

This assignment delves into the issue of cyberbullying, examining its definition, prevalence among youth, and the psychological effects it has on victims. It draws upon two scholarly articles, 'Cyberbullying: Neither an epidemic nor a rarity' by Hinduja and Patchin, and 'The shades of grey of cyberbullying in Australian schools' by Goff, to analyze different perspectives on cyberbullying. The assignment highlights the importance of school climate in mitigating cyberbullying and emphasizes the need for collaborative efforts between educators, parents, and students to create safe and supportive online environments.

Running head: CYBER BULLYING
Cyber Bullying
Name of the Student
Name of the University
Author Note

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CYBER BULLYING
Annotated Bibliography

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CYBER BULLYING
Hinduja, S., & Patchin, J. W. (2012). Cyberbullying: Neither an epidemic nor a
rarity. European Journal of Developmental Psychology, 9(5), 539-543. doi:
10.1080/17405629.2012.706448
Cyber bullying means when someone continuously makes fun of other person over
online medium in regards to some online post. Cyber bullying is very frequent among today's
youth and has been increasing dramatically in recent years. According to the review done by
the authors using 35 scientific papers, 24% of teen are victims of cyber bullying and 17%
students committed that they influence such kind of behaviour. Moreover, these bullied teens
are also the perpetrators compared to those who restrict themselves in engaging such
activities. However, only 1/4th of the bullied teens share their stories with the adults and
hence actual number of bullied students cannot be ascertained. There lies an inversely
proportional relationship between the school climate and the rate of bullying among the
students. The bullied individuals claim of experiencing a negative or non-supportive climate
at school. So in order to prevent the chances of cyber bullying, it is important for the
educators to develop and promote a respectful and safe environment at school. In such sage
climate, the teachers are expected to bestow a warm and caring atmosphere with a detailed
focus on the learning, academics and healthy self-esteem.

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CYBER BULLYING
Goff, W. (2011). The shades of grey of cyberbullying in Australian schools. Australian
Journal of Education, 55(2), 176-181. doi: 10.1177/000494411105500207
Cyber bullying is a new challenge in the Australian schools, which is affecting the
society. Many students have been suspended from school after finding guilty of cyber
bullying. However, Australia's first prosecution for cyber bullying occurred in 2010, but it
has been overlooked in the schools. As per the “Safe Schools are Effective Schools” strategy
framed by the Victorian Department of Education and Early Childhood Development
(DEECD), all the Victorian school must develop and successfully implement a Student Code
of Conduct regarding anti-bullying and anti-harassment. Safe and supportive environment in
schools empower students to deal effectively with cyber bullying. The code of conduct deals
with strategies to overcome the threat of cyber bullying. However, there lie certain gaps in
the code of conduct. Students mostly get victims of cyber bullying after the school hours but
it affects the well-being of the students at schools. The code of conduct does not provide clear
guidelines regarding the caring of student beyond school hours. These are the principle
shades of grey which the schools in Australia are yet of decipher. In order to reduce the
burden from the teachers, special management practices must be undertaken which will
educate the community in relation to cyber bullying so that the parents and teacher can work
in unison and deal the problem effectively.

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CYBER BULLYING
References
Goff, W. (2011). The shades of grey of cyberbullying in Australian schools. Australian
Journal of Education, 55(2), 176-181. Doi: 10.1177/000494411105500207
Hinduja, S., & Patchin, J. W. (2012). Cyberbullying: Neither an epidemic nor a
rarity. European Journal of Developmental Psychology, 9(5), 539-543. doi:
10.1080/17405629.2012.706448