The being bullied physically are vastly disappearing. In

The aim of this study is to essentially explore the
different variables that make people to become cyber bullies. The study seeks
to get to the bottom of the research question, does physical appearance affect
the way people are bullied? In this review, I’m going to come to a conclusion about
the research question.

Bullying has been around for a long
time, and people have always had to deal with them. However, as time progresses
so does technology, with social media being introduced and technology improving
everyday adolescents and even some adults are just not able to escape the harassment
from their respected colleagues or acquaintances. Willard (2004) suggests that
there are eight different forms of cyberbullying, these are as follows,
Flaming, which are essentially online fights, Harassment e.g. sending crude
messages, Denigration, which is when you post gossip, Impersonation, Outing,
where you share people’s secrets, Trickery, where you trick people into sharing
secrets, Exclusion and finally cyberstalking.                   
The days of being bullied physically are vastly disappearing. In this Dayan age
size, age, gender or even how popular you are doesn’t matter if you want to bully
someone. With technology at this time anyone can easily create their own anonymous
personas, or even take bullying to extremes and continue to bully someone after
they have left school or taken a new job. Because of the recent increase of
suicides over the last few years due to bullying, this has grabbed the attention
of researchers. Researchers have now performed several studies looking at different
aspects of cyberbullying, e.g. the types of people who bully, the effects on
the victims and just how common cyber bullying is. What has hardly been touched
upon is the question about does an individual’s physical appearance have an effect
of if they cyber bully or not. For example, the lack of someone’s physical appearance,
will it make them more likely to cyberbully?

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particular study is going to include in depth research as to what drives a
cyberbully, not only that but also the relationship between the victims and aggressors.
As further research, we will also examine the different techniques cyberbullies
use.                                  The
commonness of cyberbullying: cyberbullying can often leave students vulnerable
and helpless. Faucher, Jackson, and Cassidy (2014) did a study on 1925 students
across four Canadian universities. 24.1% of students had been subject to
cyberbullying in the last twelve months. This shows that one in four people had
been subject to cyberbullying. What is quite interesting is that the statistics
for younger age students are very different. Wegge, Vandebosch, and Eggermont
(2014) discovered between 1,458 (13-14) year olds that a lot less had been
subject to cyberbullying. Vandebosch and Van Cleemput (2009) discovered from
2052 students from 12-18 that 11.1% had been subject to cyberbullying. By
looking at these figures its clear to see that cyberbullying is more common to
older students rather than younger ones and this raises more questions around
this topic as to why this is the case.

            The type of
people who cyberbully; it’s important to find out what type of people the aggressors
are. Slonje and Smith (2008) found that generally when it comes to cyberbullying
the aggressors are reported to be far more males than females. Slonje et al
(2008) discovered that 36.2% were unaware of their aggressor’s gender. This
statistic shows that one in three students don’t know who is bullying them, and
this could be a scary thought and adds to the fear and stigma that is related
to cyberbullying.                                             Davis,
Randall, Ambrose and Orand (2015) conducted a study about victims of
cyberbullying. This looked at the reasons people were cyberbullied, the results
in Davis et al. (2015) showed that 14 percent of victims had been bullied
because of mostly their sexual orientation. This is quite interesting because
this would conventionally fit the quality of a traditional ‘playground’ bully
however this study shows that this has also been transferred to the cyber world

            An interesting
relationship between a bully and a victim is that more often than not the
victim becomes the aggressor. Beran et al. (2007) states “students who are
bullied through technology are likely to use technology to bully others.”
Faucher et al. (2014) came to a very similar conclusion on that male and female
students decided to bully people online because they were bullied first. Wegge
et al. (2014) found that 49.6% of people didn’t know the bully. This evidence
contradicts the studies that suggest that victims are normally bullied at
school or at home, this statistic shows that almost half of the bully’s bully
people they don’t even go to school with. This builds to the idea of being able
to pose intimidation onto someone without having to use physical intimidation
and furthermore adds to the general idea of cyberbullying.

            Faucher et
al. (2014) found that one of the main downfalls of the victim’s subject to
cyberbullying is that they were unable to complete assignments to the best of
their ability. Beran et al. (2007) found that they lacked concentration and
drive in lessons, which lead to them achieving lower grades. Looking at these
findings it shows that an impact a cyberbully has on their victim is much more
harmful that what is seen on the surface.                           If
I myself personally were to conduct this study, the age I would want to look at
would be 15-23. I would reach out to local secondary schools and universities
and find willing participants. I would use a 10-15 question survey posing the
questions about gender, body size, and if they have bullied before. After doing
this i would create a focus groups of 6-8 based on gender and age. I would
combine the data and collate it and use it to answer my research question that I
posed at the beginning.




























T., & Li, Q. (2007). The relationship between cyberbullying and school
bullying. Journal of Student Wellbeing, 1(2),

K., Randall, D. P., Ambrose, A., & Orand, M. (2015). ‘I was bullied too’:
stories of bullying and coping in an online community. Information,
Communication & Society, 18(4), 357-375.

C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among University
Students: Gendered Experiences, Impacts, and Perspectives. Education
Research International, 1.

R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian
Journal of Psychology,
49(2), 147-154.

H., & Van Cleemput, K. (2009). Cyberbullying among youngsters: profiles of
bullies and victims. New Media & Society, 11(8), 1349-1371.

D., Vanderbosch, H., & Eggermont, S. (2014). Who bullies whom online: A
social network analysis of cyberbullying in a school context. Communications:
The European Journal Of Communication Research, 39(4), 415-433.




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