With the accelerated growth of the Internet, electronic communication and information sharing, as well as the increasing number of youth using these digital mediums, the negative outcomes of this exponential growth are becoming apparent (Wanda Cassidy, Faucher, & Jackson, 2013). The impact of cyberbullying has intensely unfavorable consequences and attributes connected to a variety of social and psychological maladies (Caputo, 2014; Hinduja & Patchin, 2007, 2013; Mishna et al., 2010). In an effort to understand the origins and complexity of such acts of inappropriateness and develop strategies for how to best respond to youth engaged in this behavior, an integrative review of the research literature must be completed. Numerous research studies …show more content…
To clarify, this is not a review of what youth are doing wrong on the Internet, or with their digital devices, but a review of the effects of cyberbullying and a plea for the creation of educational resources for schools and students which provide a checkpoint or a guide for online student behavior. As soon as online misbehavior becomes part of the conversation and is recognized as a contributor to social and emotional distress among students, those who are most affected may feel better supported; at the very least, such recognition is the beginning of effective responses to reduce or eliminate cyberbullying. If students begin to recognize the impact that cyberbullying behaviors are having on their peers, hopefully they will reduce these acts and improve their online appropriateness. This situation is two-fold in that students might be given greater responsibility and independence online if they prove they are more capable, mature and trustworthy in the skills they develop through digital citizenship training …show more content…
Increased accessibility has without question improved efficiency and has led to positive social and relational changes in the ways in which youth communicate, socialize and interact (Amanda Lenhart, 2015). However, increases in digital use have also resulted in a substantial number of youth being exposed to acts of interpersonal violence, harassment, aggression and overall mistreatment (Caputo, 2014; Grigg, 2010; Hinduja & Patchin, 2013). These events, classified as cyberbullying, refer to the intentional act or behaviour that is carried out repeatedly, using electronic forms of communication (e.g. email, blogs, instant messages, text message et al.) against a person who cannot easily defend him- or herself (Hinduja & Patchin, 2007; Kowalski & Limber, 2007; Smith et al., 2008b). Cyberbullying occurs in varying forms but common examples include the sending of threatening messages using a computer or cell phone, posting defamatory or harassing messages on an individual’s social media site, uploading unflattering or humiliating pictures or videos to the Internet without an individual knowing or without permission (Kowalski & Limber, 2007). More specifically Chisholm (2014) identifies ten common types of cyberbullying that are frequently used online: i) Catfishing – when individuals are tricked into