1.

INTRODUCTION

Children misuse social media to bully one another, typically through messages or
actions that are threatening and intended to cause harm or humiliation. However, the
risk is not equal for all children. Many of the things that make youth targets of this type
of bullying such as poverty, disability, lesbian, gay, etc; increase the odds of being a
target of being bullied as well. Although bullying is hardly a new problem, the practice
has evolved from the schoolyard and school buses to social networking sites. This
bullying can take so many different forms. Baldry (2013:27) pointed out in his research
that sending mean or threatening messages, emails, photos or video clips, posting
nasty messages to social networking sites, message boards, or chat rooms, setting
up fake profiles to say bad things about someone or accessing someone’s account
repeatedly to make trouble for them are all part of what constitutes bullying online.

2. PROBLEM STATEMENT
Despite the absence of physical contact or audible insults, this bullying can be even
more traumatizing than traditional forms of bullying. Similarly, it can be emotionally
damaging and even lead to tragic consequences. According Patchin & Hinduja (2012)
victims feel upset, lonely, isolated, hopeless, confused or stressed out wondering what
to do and why this is happening to them. What makes it scarier is that the nature of
online activity means a victim can be in contact anywhere at any time of the day. To
make matters worse, bullying messages and images can be shared so that they are
seen by more people for longer period than other kinds of bullying. This kind of sharing
can quickly get out of control. It is often done in secret with the bully hiding who they
are by creating false profiles or names, or sending anonymous messages, which
creates a situation where targets are left unsure of who knows and whom to fear
(Finkelhor, Turner, Ormrod & Hamby, 2009:124).

The methods used are limited only by the child’s imagination and access to technology
and the bully one moment may become the victim the next. Children often change
roles, going from victim to bully and back again. What can surprise you is that most
children today have been involved in some way or other, either as a bully, as a silent

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observer, or as someone who participates on the sidelines and becomes part of the
problem without realizing what they are doing. While these situations should be
reported, it can be difficult for children to step forward because they do not know how
they can report an attack that leaves no physical scars and is committed by
anonymous attacker. Social media as an instrument in the bullying of children is
increasing in frequency and it is happening enough that, as a country we need to do
more about it (Gini & Pozzoli, (2013:132).

In the light of the above, the following main research question can be formulated:

How do children use social media to bully one another?

More specifically, the following sub-questions arise from the problem statement:

 What is the impact of social media bullying on academic performance?

 What feelings may you have if you are being bullied on social media?
 How can social media bullying be prevented?

The overall aim of the study is therefore to explore the use of social media as
an instrument in the bullying of children.

The specific objectives of the study are to:

 Describe the impact of social media on academic performance.

 Discuss how children feel if they are being bullied on social media.
 Identify measures that can be taken to prevent social media bullying.

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 3. LITERATURE REVIEW

The world is more connected than it has ever been because the technology has
become more advanced. Many children find themselves spending countless hours
using some form of digital technology. They can post a thought or share a joke with
thousands of other people all within a matter of seconds, forgetting that that we live in
a particularly aggressive world where violence comes in all forms. The internet gives
people a tool that allows them to bully others using cell phones, internet chatrooms,
online blogs, e-mails and instant messaging to spread hurtful messages, photographs
and rumours all over the world. Many of these things are cached permanently on the
internet, which means the negative effect may never die.

Cyberbullying is defined as ‘an aggressive act or behaviour that is carried out using
electronic means by a group or an individual repeatedly and over time against a victim
who cannot easily defend him or herself’ (Smith, Mahdavi, Carvalho,Fisher, Russel, &
Tippett , 2008:49). From this we can see that problems arise when the internet that is
supposed to bring people together is instead used to abuse others, pushing peers out
of their social network into a world that is filled with loneliness, embarrassment, fear
or shame.

Cyberbullying is becoming a major issue that has gotten increased attention over the
last few years, as more and more teens are facing the issue. The results have been
devastating because victims don’t report this to parents. They feel that they needed to
learn to deal with it themselves and also being afraid that if they tell their parent, their
internet privileges will be reduced or taken away (Juvonen & Gross, 2008:78). This
reveals an impact of cyberbullying on children’s academic performance, their
wellbeing and the precautions everyone can take to prevent this type of bullying.

3.1 The impact of social media bullying on academic performance

Bullying can have a serious impact on a child’s educational experience, and not just
by causing him or her to miss school but also affect their careers and employment in
the future. There is a great deal of evidence to suggest that bullying has a negative
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impact on a child’s academic performance. “Students who get bullied run the risk of
not coming to school, not liking school, perceiving school more negatively” (Juvonen
& Gross, 2008:78). Based on this it is undeniable that this can lead to a significant
problem in a child’s educational, social and emotional development.

Technology is quickly evolving in front of our eyes and it is almost impossible to reject
and hide from it. Not only is it an important part of socialization within peer groups but
now it is used to assist children academically. Cyberbullying victims avoid using
technology because the harassment can be seen by the whole world and carries on
for quite some time. As technological skills become more important in modern
academics and professional training, cyberbullied children face a number of academic
and career disadvantages caused by fear and avoidance as opposed to incompetence
(Juvonen & Gross, 2008:26).

Bullied children may drop out of extracurricular activities in school, they may not speak
up in class, they may not ask questions due to fear, they may even isolate themselves
at school, which only leads to further loss of interest and this makes them unable to
study well and they might hate resist going to school, either by staying home or leaving
school grounds after arrival. Their performance in school also may drop, with many
showing a decrease in grades. Many don’t know how to deal with the issue.

3.2 Emotional impact

The reason cyberbullying is so dangerous is that technology allows cyber bullies to

remain anonymous, while simultaneously enabling them to have almost unlimited
access to attack their victims without them knowing who is responsible for those
bullying messages, increasing the amount of uncertainty and fear experienced by the
target child (Vandebosch & Van Cleemput, 2008:11) .It can be harsher because the
perpetrator can say things online that they wouldn’t say in person, mainly because
they can’t see the other person’s reaction. It has been well documented that
cyberbullying has resulted in tragic events including suicide and self-harm.

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Children who are humiliated or bullied online can have devastating results, not only
because they are embarrassed but also because the audience can be much, much
bigger. While bullying on the playground might have led to a bruise, bullying online
can last for years to come and can do more than damage a child’s reputation (Patchin,
& Hinduja, 2012:96). Children who are bullied on the social media often suffer from
symptoms such as anxiety, depression, loneliness, and unhappiness. They may have
trouble sleeping, focusing, or making decisions. Their self-esteem may seem low or
they isolate themselves from people.

According to Olweus, D. (1993) victims have a hard time feeling safe and in control.
Unlike face-to-face bullying where children can refuge within the home, cyberbullying
has no such boundaries and this is because of smart phones, computers, tablets and
cell phones. Those who are bullied often feel that they can’t escape this bullying,
because it follows them home, even in their bedrooms. Being bullied at home can take
away the place children feel most safe leading to psychological and emotional distress.
They may experience fear and feel vulnerable.

3.3 Measures that can be taken to prevent cyberbullying

Cyberbullying can seem like a never ending torment, especially when there are so
many people involved. However, there are steps that can be taken in order to make it
stop or avoid it. Putting an end to cyberbullying is not something that cannot happen
overnight and isn’t something that can be achieved through the work of a single
individual. Livingstone, Haddon, Gorzig, & Olafsson, (2011:30) are of the opinion that
in order to put an end to bullying, teachers and parents must come together with
children to prevent it. The first step that the school can do is to increase awareness by
providing education about what bullying looks like. The school has a responsibility to
protect children from bullying, even if it happens online or over the phone.

Children must keep their personal information private because if they don’t, then this
can have serious consequences. Identity theft is a rapidly growing concern. Disclosing
too much information could give those with bad intentions valuable information. They
must always stand up to cyberbullying behaviour they see online. If you know who the
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sender is, you must let him or her know that online bullying is not okay. Reaching out
to the person on the receiving end can help a lot. Let him or her know that you are
there and you care. Delete the message and do not pass it along because if you do
so you increase the number of people who witness the bullying of another by
thousands (Olweus, D, 1993)

A lot of children who are bullied don’t talk about it at home, they don’t tell their parents
because they are embarrassed to admit that they are being treated that way. However,
they should tell someone they trust, whether it is a friend, teacher, or other person who
works with youth. Parents also need to be able to spot the warning signs. Their children
might withdraw from activities they previously enjoyed, avoid certain people or their
appetite, or sleep patterns my change if they are being bullied and talk to them so that
they don’t deal with it alone (Vandebosch, & Van Cleemput, 2008:11).

4. RESEARCH DESIGN AND METHODOLOGY

4.1 The Research paradigm

This study will fall within the interpretative research paradigm. A research paradigm
aims to understand people (Babbie, 2013:80). A research paradigm is a way of
describing a world view that is informed by philosophical assumptions about the nature
of social reality, ways of knowing, and ethics and value systems (Patton, 2012:73).
The interpretative paradigm focuses on exploring the complexity of social phenomena
with a view of gaining understanding. The purpose of research in interpretism is
understanding and interpreting everyday events, experiences and social structures,
as well as the values people attach to these phenomena.

4.2 The Research approach

The research will follow a qualitative approach. The qualitative approach aims mainly
at understanding social life and the meaning that the people attach to everyday life
(Dezin & Lincoln, 2010:1-2). In its broad sense it refers to research that elicits
participant accounts of meaning, experiences or perceptions. It also produces
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descriptive data in own writing or spoken words. It involves identifying the participants’
belief and values that underlie the phenomena under study. I am therefore concerned
with understanding rather than explanation; naturalistic observation rather than
controlled measurements; and the subject exploration of reality from the perspective
of an insider as opposed to the outsider perspective.

4.3 The research design

I will make use of a case study research design. This type of design is defined by
interest in individual cases, not by methods of inquiry used. It draws attention to the
question of what specifically can be learned from the cases. Neuman (2010:187)
pointed out in his research that case study is used when the researcher intends to
support his argument by an in-depth analysis of a person, a group of persons, an
organization or a particular project. The case study approach is not limited in value;
rather, it provides an in-depth analysis of a specific problem.

4.4 Population and sampling

The population in this study will consist of 24 school children, between the ages of 14-
18 and have access to the internet. The participants will recruit themselves after all
the learners in the school are asked what they know about cyberbullying. The
participants deciding, based on their own perception, whether they were bullied, and
those who want to participate will contact the researcher.

In this case a purposeful sampling technique will be used. This sampling technique is
composed of elements that contain most characteristics’ attributes. According to
Welman & Kruger (2011:69), purposive sampling is the most important type of non-
probability sampling because the researcher deliberately chooses who to include in
the study based on their ability to provide necessary data. A justification for choosing
this approach is that I am seeking knowledge about the children’s’ opinion of
cyberbullying, which the participants will provide by virtue of their experience. In this
study only children, teachers and parents who are eligible will purposively be chosen
to participate.

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4.5 Data collection instruments

The main data collecting instruments for this study will be interviews for the children
and focus group discussions for the teachers and parents. Interviews enable the
researcher to collect views, expression, feelings and attitudes towards the issue of
cyberbullying in children. Cohen and Manion (2000) explain that “the importance of
collecting qualitative data through interviews is to capture participants’ perspectives
through their verbal interactions with the interviewer”. The questions will be open-
minded in nature and the interviews will neither be completely structured nor
completely unstructured to ensure all topics which are considered critical to the study
are covered and to eliminate some problems of entirely structured interviews.

According to Adler and Clark (2011:153), a focus group discussion is an interaction

between one or more researchers and more than one participant for the purpose of
collecting data. Yanow and Schwartz-Shea (2002:110) state that in focus group
discussion researcher interview participants with common characteristics or
experience for the purpose of eliciting ideas, thoughts and perceptions about specific
topics or certain issues linked to an area of interest. In this study the researcher will
interview teachers and parents whom their children were cyberbullied and this allows
the use of open response questions. The main advantage of this discussion is that
colleagues and parents are more comfortable in voicing opinions in each other’s
company than on their own with the researcher.

5. CONCLUSION

In the preceding discussion it is quite clear that cyberbullying is becoming an

increasingly prevalent problem in modern world. It has numerous negative impacts
including poor academic performance and harm child’s mental health. It is also clear
that there are precautions that can be taken to prevent it and steps to take if you are
already involved. An overview of the research design and methodology was given for
the purpose of investigating the impact of cyberbullying as an instrument in the bullying
of children. Qualitative methods will be used. This study described the sampling
procedures to be used and data collection techniques.

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 6. REFERENCE LIST

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