SPECIAL ARTICLES Cyberbullying and its impact on young people’s emotional health and well-being Helen Cowie1 The Psychiatrist (2013), 37,167-170, doi: 10.1192/pb.bp.112.040840 1University of Surrey, UK Aims and method The upsurge of cyberbullying is a frequent cause of emotional Correspondence to Helen Cowie disturbance in children and young people. The situation is complicated by the fact that ([email protected]) these interpersonal safety issues are actually generated by the peer group and in First received 17 Jul 2012, final revision contexts that are difficult for adults to control. This article examines the effectiveness 25 Oct 2012, accepted 31 Oct 2012 of common responses to cyberbullying. Results Whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is an interpersonal problem grounded in a social context. Clinical implications Practitioners should build on existing knowledge about preventing and reducing face-to-face bullying while taking account of the distinctive nature of cyberbullying. Furthermore, it is essential to take account of the values that young people are learning in society and at school. Declaration of interest None. The nature of cyberbullying A survey of 23 420 children and young people across Traditional face-to-face bullying has long been identified as Europe found that, although the vast majority were never cyberbullied, 5% were being cyberbullied more than once a a risk factor for the social and emotional adjustment of 13 perpetrators, targets and bully victims during childhood and week, 4% once or twice a month and 10% less often. Many 1-6 studies indicate a significant overlap between traditional adolescence; bystanders are also known to be negatively 5,6,14,15 affected.7-9 The emergence of cyberbullying indicates that bullying and cyberbullying. However, a note of perpetrators have turned their attention to technology caution is needed when interpreting the frequency and (including mobile telephones and the internet) as a prevalence of cyberbullying. As yet, there is no uniform powerful means of exerting their power and control over agreement on its definition and researchers differ in the others.10 Cyberbullies have the power to reach their targets ways they gather their data, with some, for example, asking at any time of the day or night. participants whether they have ‘ever’ been cyberbullied and Cyberbullying takes a number of forms, to include: others being more specific, for example, ‘in the past 30 days’. flaming: electronic transmission of angry or rude messages; . harassment: repeatedly sending insulting or threatening messages; The impact of cyberbullying on emotional health . cyberstalking: threats of harm or intimidation; and well-being . denigration: put-downs, spreading cruel rumours; Research consistently identifies the consequences of . masquerading: pretending to be someone else and bullying for the emotional health of children and young sharing information to damage a person’s reputation; people. Victims experience lack of acceptance in their peer . outing: revealing personal information about a person groups, which results in loneliness and social isolation. The which was shared in confidence; young person’s consequent social withdrawal is likely to . exclusion: maliciously leaving a person out of a group lead to low self-esteem and depression. Bullies too are at online, such as a chat line or a game, ganging up on one risk. They are more likely than non-bullies to engage in a individual.11 range of maladaptive and antisocial behaviours, and they are Cyberbullying often occurs in the context of relationship at risk of alcohol and drugs dependency; like victims, they difficulties, such as the break-up of a friendship or romance, have an increased risk of depression and suicidal ideation. envy of a peer’s success, or in the context of prejudiced Studies among children2-4,16 and adolescents17,18 indicate intolerance of particular groups on the grounds of gender, moderate to strong relationships between being nominated ethnicity, sexual orientation or disability.12 by peers as a bully or a victim at different time points, 167 SPECIAL ARTICLES Cowie Cyberbullying and young people suggesting a process of continuity. The effects of being someone about the cyberbullying rather than suffer in bullied at school can persist into young adulthood.19,20 silence and many students report that they would ask Studies demonstrate that most young people who are their parents for help in dealing with a cyberbullying cyberbullied are already being bullied by traditional, face- incident.10,29,32 On the other hand, some adolescents to-face methods.6,21-23 Cyberbullying can extend into the recommend not consulting adults because they fear loss of target’s life at all times of the day and night and there is privileges (e.g. having and using mobile telephones and their evidence for additional risks to the targets of cyberbullying, own internet access), and because they fear that their including damage to self-esteem, academic achievement and parents would simply advise them to ignore the situation or emotional well-being. For example, Schenk & Fremouw11 that they would not be able to help them as they are not found that college student victims of cyberbullying scored accustomed to cyberspace.10,12,14,29 In a web-based survey of higher than matched controls on measures of depression, 12- to 17-year-olds, of whom most had experienced at least anxiety, phobic anxiety and paranoia. Studies of school-age one cyberbullying incident in the past year, Juvonen & cyber victims indicate heightened risk of depression,5,22,24 Gross24 found that 90% of the victims did not tell their of psychosomatic symptoms such as headaches, abdominal parents about their experiences and 50% of them justified it pain and sleeplessness6 and of behavioural difficulties with ‘I need to learn to deal with it myself’. including alcohol consumption.25 As found in studies of Students also have a rather negative and critical face-to-face bullying, cyber victims report feeling unsafe and attitude to teachers’ support and a large percentage consider isolated, both at school and at home. Similarly, cyberbullies telling a teacher or the school principal as rather report a range of social and emotional difficulties, including ineffective.32,33 Although 17% of students reported to a feeling unsafe at school, perceptions of being unsupported teacher after a cyberbullying incident, in 70% of the cases 12 by school staff and a high incidence of headaches. Like the school did not react to it. traditional bullies, they too are engaged in a range of other antisocial behaviours, conduct disorders, and alcohol and Involving peers drug misuse.6,26 Young people are more likely to find it helpful to confide in peers.13,30,33 Additionally, it is essential to take account Technological solutions of the bystanders who usually play a critical role as audience to the cyberbullying in a range of participant roles, and The most fundamental way of dealing with cyberbullying who have the potential to be mobilised to take action is to attempt to prevent it in the first place, through against cyberbullying.9,34 For example, a system of young 27-29 whole-school e-safety policies and through exposure cyber mentors, trained to monitor websites and offer to the wide range of informative websites that abound emotional support to cyber victims, was positively evaluated (e.g. UK Council for Child Internet Safety (UKCCIS; by adolescents.35 Similarly, DiBasilio33 showed that peer www.education.gov.uk/ukccis), ChildLine (www.childline. leaders in school played a part in prevention of cyber- org.uk)). Many schools now train pupils in e-safety and bullying by creating bullying awareness in the school, ‘netiquette’ to equip them with the critical tools that they developing leadership skills among students, establishing will need to understand the complexity of the digital world bullying intervention practices and team-building and become aware of its risks as well as its benefits. initiatives in the student community, and encouraging Techniques include blocking bullying behaviour online or students to behave proactively as bystanders. This inter- creating panic buttons for cyber victims to use when under vention successfully led to a decline in cyberbullying, in that 30 threat. Price & Dalgleish found that blocking was the number of students who participated in electronic considered as a most helpful online action by cyber victims bullying decreased, while students’ understanding of and a number of other studies have additionally found that bullying widened. deleting nasty messages and stopping use of the internet were effective strategies.13,14,24 However, recent research by Kumazaki et al31 found that training young people in Discussion netiquette did not significantly reduce or prevent cyber- Although recommended strategies for coping with cyber- bullying. Clearly there is a need for further research to bullying abound, there remains a lack of evidence about evaluate the effectiveness of different types of technological what works best and in what circumstances in counter- intervention. acting its negative effects. However, it would appear that if we are to solve the problem of cyberbullying, we must also Asking adults for help understand the networks and social groups where this type of abuse occurs, including the importance that digital Parents play an important role in prevention by banning worlds play in the emotional lives of young people today, websites and setting age-appropriate limits of using the and the disturbing fact that cyber victims can be targeted at computer and internet.14 Poor parental monitoring is any time and wherever they are, so increasing their consistently associated with a higher risk for young people vulnerability. to be involved in both traditional and cyberbullying, There are some implications for professionals working whether as perpetrator or target.15 However, adults may with children and young people.