Principles of Cyberbullying Research by Bauman Sheri;Cross Donna;Walker Jenny;

Author:Bauman, Sheri;Cross, Donna;Walker, Jenny;
Language: eng
Format: epub
ISBN: 1104772
Publisher: Taylor & Francis Group

13 Emerging Methodological Strategies to Address Cyberbullying

Online Social Marketing and Young People as Co-Researchers

Barbara A. Spears and Mike Zeederberg

In spite of being the focus of international research for over 35 years, bullying remains a problem for young people in schools. In recent times, the increasingly available and ready access to technology and social media has seen cyberbullying emerge as the latest iteration of this old problem (Belsey, 2006; Campbell, 2005; Hinduja & Patchin, 2007; Patchin & Hinduja, 2006; Smith et al., 2008). With its arrival has come the need to examine how it is defined, measured, reported, and addressed including exploring the principles and motivations that underpin the behaviors associated with it. Not surprisingly, what is being done currently to explore and address cyberbullying in schools has its roots in “traditional” bullying methodologies and interventions (Cross, Monks, Campbell, Spears, & Slee, 2011a), but the question needs to be posed: Are old ways of thinking being used to target new ways of being? This chapter briefly reflects on what is known about bullying, before considering the role of emerging methodological strategies to address cyberbullying, such as the use of online social marketing and engaging young people as co-researchers.

CONSIDERING THE PAST AND PRESENT: BACKGROUND TO THE PROPOSITION

By way of background to the current proposition, a brief examination of what is known about traditional bullying reveals considerable understanding about this form of interpersonal aggression. From the earliest studies in Scandinavia (Olweus, 1978) through to the national intervention programs being undertaken globally (Spiel, Salmivelli & Smith, 2011; Ttofi & Farrington, 2011), research into the prevalence, nature, and correlates of bullying and, more recently, cyberbullying, has been driven by the need to ensure that students are safe at school and can maximize their academic, social, and emotional potential, free from intimidation, peer harassment, and violence.

Research has demonstrated a range of health-related outcomes and impacts on young people in relation to bullying (Hawker & Boulton, 2000), clearly establishing its profound effects on the individual and the broader community: namely, social (Nansel, Overpeck, Pilla, & Ruan, 2001); physical (Landstedt & GÃ¥din, 2011; Wolke, Woods, Bloomfield, & Karstadt, 2001); mental health (Arseneault, Bowes, & Shakoor, 2010; Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000); and suicidal ideation (Skapinakis et al., 2011). With the recent advent of cyberbullying, exploration into the relationship between the traditional forms and online bullying has revealed an overlap, where those who engage offline are likely to be involved online (Beran & Li, 2007; Cross et al., 2009; Hinduja & Patchin, 2008; Raskauskas & Stoltz, 2007; Smith et al., 2008; Vandebosch & Van Cleemput, 2009). This suggests that they are not totally separate or independent behaviors, indicating that approaches to measuring and addressing cyberbullying could be similar to those employed for traditional bullying. However, as cyberbullying employs technology to enact the bullying relationship, it raises the possibility that different methodologies may need to be employed in the quest to understand the phenomenon and its impact more fully.

Traditional methodological approaches commonly employ self, peer, teacher, and parent-report strategies,

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