Cyberbullying by Adolescents: A Preliminary Assessment

(5) How do the family relationships of cyberbullies compare with other populations? What family dynamics typify the home environment of cyberbullies? Are their interactions with parents similar to non-bullies, or do they resemble the patterns that have been found to characterize face-to-face schoolyard bullies? In the latter case, classes for the parents of bullies are viewed as essential because students who mistreat classmates frequently are victims themselves within their own home. Espelage and Swearer (2004) reported that the conversations parents of face-to-face bullies have with their children differ significantly from those of families with nonviolent children. Parents of bullies do not use even a fraction of the praise, encouragement, or good humor that other parents use in communicating with daughters and sons. Instead, put-downs, sarcasm, and excessive criticism are the dominant responses to which face-to-face bullies are exposed in their families. The punishment of a young bully often depends more on the mood of a parent than on the gravity of misconduct. When the parent is angry, harsh punishment is probable. At other times, when the parent is in good spirits, the child may get away with almost anything (Heifer, Kempe, and Krugman 1997; Peterson and Skiba 2000).

Are the parents of cyberbullies aware of the vindictive behavior of their adolescent? How involved are the parents in supervising Internet activity? Schools should be granted authority to provide dysfunctional families with curriculum that can meet the learning needs of parents, as well as reduce the social deficits of their children. Systems theory and counseling practice have confirmed that helping one member of a family frequently requires involving other relatives before the support provided is effective (Wagner 2003).

How can the privacy needs of adolescents be reconciled with the need for parents to monitor online activities as part of their guidance role? Parents are ultimately accountable for their children's activities and should be aware of their behavior when using electronic tools. Many parents misinterpret adolescents' time on the Internet as learning rather than considering that it might be related to peer abuse.

Conclusion

Cyberbullying is of such recent origin that current understanding is limited. Nevertheless, a preliminary assessment is warranted to begin conversations and encourage studies on ways to confront this new form of abuse. Some challenges include the identification of cyberbullies, encouragement for victims to report abuse, access to counseling for those who suffer persecution, curriculum to guide civil behavior online, rehabilitation programs to help dysfunctional youngsters, parent education to improve their monitoring and guidance functions, and the linkage of institutions for cooperation across jurisdictions.

In fiction, Harry Potter possessed magical powers that he relied on to silence his bully, the abominable Dudley Dursely. In real life, however, adolescents, parents, teachers, and principals do not have such magic at their disposal. Creativity and persistence are powerful resources that can be applied. Effective methods must be developed for protecting students from being bullied and preventing others from becoming tyrants on the cyber stage. Dumbledore, the Headmaster of Hogwarts School, urged the young wizard Harry to remember, "It is our choices, Harry, that show what we truly are, far more than our abilities" (Rowling 1999, 333).