Our comprehensive review concludes with possible strategies for cyberbullying prevention, including personal emotion management, digital ability training, policy applicability, and interpersonal skills.
Give examples in support or describe in terms that are easier to understand.
cyberbullying has an important impact on the mental health of adolescents which can cause psychological distress consequences, such as post-traumatic stress mental disorder, depression, suicidal ideation, and drug abuse
Emotional distress, distraction, disinterest and withdrawal for at risk adolescents.
As for past experiences, one possible explanation is that young people who had experienced online or traditional school bullying may commit cyberbullying using e-mails, instant messages, and text messages for revenge, self-protection, or improving their social status
This ties in to other sources and articles. Take from all to make a comprehensive point.
Although this review has identified many personal and situational factors associated with cyberbullying, the majority of studies adopted a cross-sectional design and failed to reveal the causality
Research limitations for causality. Summarize the section.
Personal factors, such as high school students, past experiences, impulse, improperly controlled family education, poor teacher-student relationships, and the urban environment, were considered risk factors for cyberbullying perpetration.
Good information to spread amongst subtopics.
Some studies suggest that parental aggressive communication is related to severe cyberbullying victims, while open communication is a potential protective factor
Situational factors for the aggressor and victim.
For example, intimate parent-child relationships (46) and open active communication (19) were demonstrated to be related to lower experiences of cyberbullying and perpetratio
Use in support of the subtopic situational factors contributing to cyberbullying.
When considering prior cyberbullying experiences, evidence showed that individuals who had experienced cyberbullying or face-to-face bullying tended to be aggressors in cyberbullying
Use in support of subtopics associated with learned aggressive behavior.
In terms of the risk factors associated with cyberbullying victimization at the personal level, many studies evidenced that females were more likely to be cyberbullied than males (13, 26, 29, 38, 43, 52, 54, 55, 58). Meanwhile, adolescents with mental health problems (61), such as depression (33, 62), borderline personality disorder (63), eating disorders (41), sleep deprivation (56), and suicidal thoughts and suicide plans (64), were more likely to be associated with cyberbullying victimization. As for Internet usage, researchers agreed that youth victims were probably those that spent more time online than their
Good support information to summarize.
The adverse effects caused by cyberbullying, including reduced safety, lower educational attainment, poorer mental health and greater unhappiness, led UNICEF to state that “no child is absolutely safe in the digital world”
Use in support of subtopic with quotation,
The influence of cyberbullying may be worse than traditional bullying as perpetrators can act anonymously and connect easily with children and adolescents at any time
Crossover with source 2 that anyone can be the aggressor regardless of age, sex, race or physical size
cyberbullying among adolescents is considered to be a serious public health issue that is closely related to adolescents' behavior, mental health and development
Use in support of subtopic. Effect on victims.
Based on Olweus's definition, cyberbullying is usually regarded as bullying implemented through electronic media (6, 7). Specifically, cyberbullying among children and adolescents can be summarized as the intentional and repeated harm from one or more peers that occurs in cyberspace caused by the use of computers,
Summarize/combine and use in introduction as the definition of cyberbullying
Young people during these periods are particularly vulnerable and cannot fully understand the connection between behaviors and consequences
Research this claim within the context of childhood development.
purpose of the current manuscript was to argue that cyberbullying can be explained usinglearning theory
This would serve well as part of the introduction.
First, the BGCM and GLM both emphasize positively reinforced learning as an impor-tant mechanism in cyberbullying development. Therefore, it is prudent that interventionsincorporate the entities that can reinforce or punish cyberbullying actions.
Tie into operant conditioning in conclusion.
Cyberbullying isunique because of the increased anonymity afforded to the online aggressor, the irrelevanceof one’s physical stature, the non-physical nature of cyberbullying, the ability to have otherssee the online harm across the world at instantaneous speed, and other factors
This has crossover to various other concepts. Good for transitioning.
ffective habituation refers to the learned association between thebehavior and emotional constructs
Excitement, gratification, and eventual desensitization for the aggressor.
BIMOB is a belieftheorized to be the consequence of cyber-aggression which emphasizes the common beliefthat anybody—no matter how physically small or weak—can harm others due to the onlinenature of cyberbullying
Anyone can become an aggressor online. There are also no geographical boundaries to cyberbullying.
Indeed, research has shown that cyberbullying perpetrationis correlated with several learned aggressive knowledge structures, including normativeaggressive beliefs, trait anger, moral disengagement, and others
Key words here are learned, trait and disengagement.
Overall, research from a social learning perspective has shown that cyberbullying islikely learned and reinforced from peers, parents, the media, and personal experiences.
The peer pressure angle and maybe how someone unlikely to cyberbully may do it to fit in.
Focusing on peers, research has shown that social norms related to cyberbullyingpositively predict cyberbullying perpetration [36,37 ] and the willingness to join in cyber-bullying others in a bystander role
Crossover with operant conditioning.
ystanders are those who are aware ofcyberbullying and either do not intervene (termed a passive outsider), defend the victim(either online or offline), or reinforce the cyberbully (either online or offline)
This might also be in support of the subtopic socially acceptable learned behavior.
In other words, if peers and family agreewith and support cyberbullying actions, cyberbullying perpetration is likely. Conversely,research has shown that punishing youth for their cyberbullying others should curtailsubsequent behavior
Support of subtopic
Reinforcement is focused on shaping behavior by either rewarding positivebehaviors with some internal or external reward
Counteracting cyberbullying by applying positive or negative consequences to the act.
The purpose of this manuscript is to firstly describe thevarious learning theories that are applicable to describe cyberbullying perpetration, such as sociallearning, operant conditioning, the general learning model, and others.
Define learning theory and purpose.