ENDORSEMENT
By Dr Rachael Murrihy
Senior Clinical Psychologist, Health Psychology Unit
University of Technology Sydney
Following recent media coverage of teenage suicides in Australia and the United States, the phenomenon of cyber bullying has risen dramatically in the public consciousness. When a young person suicides in the prime of their life the impact on family, friends, school and the wider community is profound. Intense hurt, anger and disbelief drives a shared focus on trying to understand why this tragedy has occurred in the hope that it might be prevented from happening again in the future.
Moreover, suicide is not the only concern related to cyber bullying. Research has found that one in five students in Australia are cyber bullied and that the detrimental effects on health are at least as bad as that of traditional bullying. We know that students who are bullied suffer from higher rates of depression, anxiety, low self esteem, reduced concentration and helplessness.
So what does cyber bullying look like? Cyberbullying is “wilful & repeated harm inflicted through the medium of electronic text” (Patchin & Hinduja, 2006). Bullying of this nature can manifest in wide and varied forms such as offensive, derogatory or threatening messages sent via text, instant messages, email, computer games, school websites, youtube, social networking sites (e.g., Bebo, Myspace, Facebook), blogs, chat sites and bulletin boards. Embarrassing or elicit pictures might be posted on websites, or sent via email, mobiles or text. Emails, texts or photos are being forwarded without consent - damaging rumours can be spread like wildfire online. Viruses and security attacks can also be used to cyber bully by erasing someone’s hard drive or stealing their identity. Indeed, the cyber bully’s methods are limited only by their technical expertise and creativity.
Are cyberbullies just traditional schoolyard bullies with access to computers and mobile phones? The answer to this is yes and no. There is a large overlap between the two groups of bullies. Many young people who bully in the schoolyard also do so online. However, there is a substantial group of young people who engage in bullying online who have never bullied anyone else in the traditional sense. Thus, technology has created a whole new breed of bullies who would not have otherwise engaged in this harmful activity.
This brings us to the unique features of cyber bullying many of which are artfully illustrated in the following dramatic script. Most people who are cyber bullied do not know who their bully is which can lead to feelings of fear and paranoia as they confront the outside world. Imagine arriving at school after receiving abusive emails not knowing if 1 or 100 students are involved and even what has prompted the emails. The anonymity afforded the cyber bully enables them to be disinhibited and to act in ways they wouldn't ordinarily act in real life. Sitting behind a screen, the bully doesn't see the hurt inflicted on the other party and is therefore unlikely to feel empathy that might serve to modify their destructive behavior.
Cyber bullies often minimize their behavior, just as the characters in this play do with regularity. “It’s not real, we’re just having some fun, it’s just teasing” are common excuses. The reasons that people cyber bully are variable, as this script will attest. Interestingly, research tells us that many cyber bullies engage in cyber bullying simply because they are bored. On the other hand, others may be out to “right a wrong” or to put somebody in their place.
The cyber community is constant; 24/7 around the clock. As long as the bullied person is online they exist in an inescapable hostile environment. It’s not as simple as turning the technology off as this is akin to social suicide for these generations; they live and breathe through social media. The norm for young people is to conduct their social lives through an electronic medium. Unfortunately though, this leaves them open to a toxic environment of abuse at all hours. What’s more, in contrast to traditional bullying whereby a student is bullied in front of a group in the schoolyard, online bullying can occur in front of an entire school community, a national or even international audience. Within seconds images can be uploaded and distributed to very large numbers of recipients.
Many cyber bullies, particularly girls, cyber bully in groups. Thus cyber bullying is often a spectator sport which holds a clue as to possible interventions. We know that bullying - schoolyard or digital - often takes place in a context whereby other students stand by (or observe), watch the bullying and do not intervene. Many schools now are training students in bystander intervention so students are equipped with the skills to stand up and say something to put a stop to bullying.
This play is written for young people, and acted by young people, to highlight how small, seemingly frivolous actions, can translate into devastating effects on the person being cyber bullied. It implores the viewer to consider their role as a bystander or bully and the flow on effects that can be a result of their actions. We are navigating our way in a world that is changing the very way that we relate to each other. Ultimately this play seeks to generate discussion about the social mores of this new and exciting electronic world.
Moreover, suicide is not the only concern related to cyber bullying. Research has found that one in five students in Australia are cyber bullied and that the detrimental effects on health are at least as bad as that of traditional bullying. We know that students who are bullied suffer from higher rates of depression, anxiety, low self esteem, reduced concentration and helplessness.
So what does cyber bullying look like? Cyberbullying is “wilful & repeated harm inflicted through the medium of electronic text” (Patchin & Hinduja, 2006). Bullying of this nature can manifest in wide and varied forms such as offensive, derogatory or threatening messages sent via text, instant messages, email, computer games, school websites, youtube, social networking sites (e.g., Bebo, Myspace, Facebook), blogs, chat sites and bulletin boards. Embarrassing or elicit pictures might be posted on websites, or sent via email, mobiles or text. Emails, texts or photos are being forwarded without consent - damaging rumours can be spread like wildfire online. Viruses and security attacks can also be used to cyber bully by erasing someone’s hard drive or stealing their identity. Indeed, the cyber bully’s methods are limited only by their technical expertise and creativity.
Are cyberbullies just traditional schoolyard bullies with access to computers and mobile phones? The answer to this is yes and no. There is a large overlap between the two groups of bullies. Many young people who bully in the schoolyard also do so online. However, there is a substantial group of young people who engage in bullying online who have never bullied anyone else in the traditional sense. Thus, technology has created a whole new breed of bullies who would not have otherwise engaged in this harmful activity.
This brings us to the unique features of cyber bullying many of which are artfully illustrated in the following dramatic script. Most people who are cyber bullied do not know who their bully is which can lead to feelings of fear and paranoia as they confront the outside world. Imagine arriving at school after receiving abusive emails not knowing if 1 or 100 students are involved and even what has prompted the emails. The anonymity afforded the cyber bully enables them to be disinhibited and to act in ways they wouldn't ordinarily act in real life. Sitting behind a screen, the bully doesn't see the hurt inflicted on the other party and is therefore unlikely to feel empathy that might serve to modify their destructive behavior.
Cyber bullies often minimize their behavior, just as the characters in this play do with regularity. “It’s not real, we’re just having some fun, it’s just teasing” are common excuses. The reasons that people cyber bully are variable, as this script will attest. Interestingly, research tells us that many cyber bullies engage in cyber bullying simply because they are bored. On the other hand, others may be out to “right a wrong” or to put somebody in their place.
The cyber community is constant; 24/7 around the clock. As long as the bullied person is online they exist in an inescapable hostile environment. It’s not as simple as turning the technology off as this is akin to social suicide for these generations; they live and breathe through social media. The norm for young people is to conduct their social lives through an electronic medium. Unfortunately though, this leaves them open to a toxic environment of abuse at all hours. What’s more, in contrast to traditional bullying whereby a student is bullied in front of a group in the schoolyard, online bullying can occur in front of an entire school community, a national or even international audience. Within seconds images can be uploaded and distributed to very large numbers of recipients.
Many cyber bullies, particularly girls, cyber bully in groups. Thus cyber bullying is often a spectator sport which holds a clue as to possible interventions. We know that bullying - schoolyard or digital - often takes place in a context whereby other students stand by (or observe), watch the bullying and do not intervene. Many schools now are training students in bystander intervention so students are equipped with the skills to stand up and say something to put a stop to bullying.
This play is written for young people, and acted by young people, to highlight how small, seemingly frivolous actions, can translate into devastating effects on the person being cyber bullied. It implores the viewer to consider their role as a bystander or bully and the flow on effects that can be a result of their actions. We are navigating our way in a world that is changing the very way that we relate to each other. Ultimately this play seeks to generate discussion about the social mores of this new and exciting electronic world.