RESEARCH TOPIC: HOW TO PREVENT CYBERBULLYING ON

TEENAGERS

REVIEW OF RELATED LITERATURE AND REVIEW OF RELATED

STUDIES

FOREIGN LITERATURE

Bullying that occurs over digital devices such as cell phones, laptops, and tablets
is known as cyberbullying. Cyberbullying can take place offline in social media,
forums, or gaming where people can watch, participate in, or share content, or online
in social media, forums, or gaming where people can view, participate in, or share
content. Sending, uploading, or spreading unpleasant, harmful, misleading, or nasty
content about someone else is considered cyberbullying. It can involve
embarrassment or humiliation caused by sharing intimate or private information about
another individual. Cyberbullying can sometimes cross the line into illegal or criminal
action. Cyberbullying has been connected to adolescent victims' social, physical, and
psychological issues, but no research has looked into the function of emotional
intelligence in preventing the unpleasant symptoms associated with cyberbullying
victimization. (Extremera, N, et al 2018)

Since online bullying is frequently anonymous or difficult to track, it can be

especially harmful and disturbing. It's extremely difficult to manage, and the victim
has no idea how many individuals (perhaps hundreds) have seen the messages or
posts. When they check their phone or computer, they might be tormented
indefinitely. (Sleglova, V, et al 2011) . Since the bully does not have to contact his or
her target in person, online bullying and harassment can be easier to commit than
other forms of bullying. When confronted with such a distressing scenario, which is
often difficult to escape, victims of cyberbullying exhibit a wide range of emotions.

According to Stopbullying.gov (2017), victims' reactions to internet harassment,

concentrating on the occurrence of various emotions and the victims' subsequent
behavior in response to cyber harassment. Anger, despair, worry, shame, sobbing,
fear, and self-blame were among the emotions experienced. Other negative
consequences were observed, including decreased concentration and school grades, as
well as departure from school. Individuals' comments, images, postings, and content
uploaded on social media and digital forums are frequently viewed by strangers as
well as acquaintances. An individual's internet content, both personal and any bad,
harsh, or cruel content, establishes a kind of permanent public record of their beliefs,
actions, and behavior. This public record can be regarded of as an online reputation
that can be accessed by schools, employers, universities, groups, and others that are
currently or in the future conducting research on an individual. Not just the individual
being bullied, but also those who bully others, can have their online reputations
harmed by cyberbullying. (Public Safety Canada, 2018)

FOREIGN STUDIES

According to the study of Extremera, N. et al (2018) entitled “Cyberbullying

Victimization, Self-Esteem and Suicidal Ideation in Adolescence: Does Emotional
Intelligence Play a Buffering Role?”, Despite these flaws, our findings add to the
growing body of data that EI should be considered a personal resource related to the
negative symptoms of cyberbullying victimization. Our findings add to the theoretical
literature on cyberbullying and its negative consequences in adolescence, but they
also have the potential to be used to develop school-based, integrated bullying
prevention programs aimed at improving adolescents' emotional abilities in order to
protect against, or at least mitigate, the negative consequences of being a victim of
cyberbullying.

Based on the research study entitled “Current Perspectives: The Impact Of

Cyberbullying On Adolescent Health” by Charisse L. Nixon (2014), Cyberbullying
victimization and perpetration have been shown to have a major negative influence on
adolescents' health in studies. Indeed, the research presented here suggests that
cyberbullying is a rising international public health concern linked to major mental
health issues, having a considerable influence on teenagers' despair, anxiety, self-
esteem, emotional distress, substance use, and suicidal conduct. Furthermore,
cyberbullying is linked to physical health concerns in teens. When dealing with
teenage health issues like depression, substance abuse, suicide ideation, and somatic
concerns, careful investigation into cyberbullying experiences is necessary. Routine
screening approaches can be created to assist in identifying the harm caused by
cyberbullying and to aid adolescents in recovering from the trauma connected with it.
Finally, the findings of the study point to a critical need for comprehensive, school-
based cyberbullying prevention and intervention programs. Cyberbullying education
could be integrated into school curriculums and the general society, for example, by
involving adolescents in intellectual debates and community service.

Based on the study of Kalliope Athanasiou, Eirini Melegkovits, Elisabeth K.

Andrie, Charalampos Magoulas, Chara K. Tzavara, Clive Richardson, Donald
Greydanus, Maria Tsolia & Artemis K. Tsitsika (2018) entitled “Cross-National
Aspects Of Cyberbullying Victimization Among 14–17-Year-Old Adolescents Across
Seven European Countries”, Romania had the greatest percentage of cyber-
victimization (37.3%), while Spain had the lowest (13.3 percent ). The findings of
multiple logistic regression studies varied by country. Cyberbullying victimization
was linked to SNS use in Romania, Poland, and Germany, but only in Romania was
Internet use linked to a higher risk of cybervictimization. In all nations studied,
cybervictimization was linked to more internalizing and externalizing behavior
problems, with the exception of Romania. Cyberbullying is a persistent problem that
is influenced by country-specific socio-demographic characteristics as well as various
patterns of contemporary Internet use and development. Preventive strategies should
focus on the constant link between cybervictimization and internalizing and
externalizing challenges, as well as the incorporation of Internet communication
technology education in educational environments.
LOCAL LITERATURE

Cyberbullying is when someone uses technology to harass, threaten, shame, or

harass someone else.  Posting personal information, photos, or videos with the intent
to harm or embarrass another individual is also prohibited. (Ben-Joseph, E. 2018)
Photos, texts, or pages that are not taken down despite being asked to do so constitute
cyberbullying. To put it another way, it's anything that's posted on the internet with
the intent of injuring, harassing, or upsetting another person. Online bullying, like
traditional forms of bullying, can sometimes result in catastrophic long-term
consequences. The stress of being sad or afraid all of the time can affect one's mood,
energy level, sleep, and eating. It can also make someone feel jittery, anxious, or
depressed.

Cyberbullying can exacerbate depression or anxiety in people who are already

sad or anxious. It isn't just the individual who is bullied that suffers. Cyberbullies may
face severe consequences. More and more schools and after-school programs are
developing cyberbullying response mechanisms. Bullies may be kicked from sports
teams or suspended from school. (Santiago, M. 2015) As cyberbullying has grown
more common as a result of technological advancements, many states have amended
their laws to include or reference cyberbullying offenses. Schools may act in
accordance with the law or in accordance with municipal or school policies that allow
them to penalize students or take other actions. Bullying is also addressed in some
cities if it has an impact on school achievement. You can read about each state's laws
and policies, including whether or not they include cyberbullying.

According to Elena Pearl Ben-Joseph (2018) ,victims of cyberbullying have few

options for defending themselves. There are no teachers or parents there to notice
what is going on and intervene to stop it. Cyberbullying can also be anonymous,
leaving the victim with few options for reporting the attacker to someone in authority.
And, by leveraging social media platforms, cyberbullying can expose bullying
occurrences to hundreds, if not thousands, of people in a short period of time. The
bully can simply start a new account if the victim knows who the abuser is and
chooses to block them on social media. They can also send a text, send a message, or
utilize a friend's account. Today's children are incredibly clever and technologically
sophisticated.

LOCAL STUDIES

According to Emmanuel Patrick Jeremiah C. Fernandez (2018) in his study

entitled “Falling Into the Online Shaming Trap: Understanding and Considering
Perspectives in Online Shaming”, Technology has played a significant role in our
lives. It provided opportunity for us to simplify our lives. It gave birth to the internet,
which has served as a primary means of communication as well as a means of sharing
information and learning from others. Regrettably, it also encouraged bad behaviors
like online shaming. If we want to reap the benefits of online shaming, we need to
keep it under control. We should always look for the advantages in each of the
concepts and ideas we obtain from the internet. Negativity must be eradicated.
Instead, we should endeavor to comprehend and accept the other person's point of
view, even if it differs from ours.

Based on a study entitled “Implementation of anti-cyberbullying laws among the

youth sector in Cainta, Rizal.” by Philip Earl Santos (2017), Due to the sheer
widespread use of the Internet by teenagers, cyberbullying is on the rise. According to
Pew Internet (2008), 89 percent of boys and 95 percent of girls have written or
received email, 56 percent of girls and 55 percent of boys have visited chat rooms,
and 75 percent of teenagers have texted their pals for 30 to 60 minutes. Interviews and
focus group discussions were used to perform a phenomenological qualitative study
on grade school adolescents. Individual interviews were conducted to evaluate the
disinhibition, dissociative anonymity, and social dominance theories, revealing
deindividuation and desensitization traits in adolescent bullies.
 Based on the study of Bilag Sionny B., Cadena Christian B., Capdos Marie
Joy M., Chalmas Charies S., Dawiguey Joshlee S., Gimarangan Joglenn I., Movilla
Bennex Anne M., Obfan Randy T., Toyoken Annabelle A., Vicente Jezreel B. (2021)
entitled “Case study on cyber-bullying among criminal justice and public safety
students of university of Baguio”, It was discovered that among criminology students,
cyber-bullying takes the form of posting photos that degrade or humiliate the victim
in various ways, as well as writing nasty remarks. The victims of cyberbullying suffer
from low self-esteem and shyness as a result of the bullying. Their academic
performance suffers as a result of their diminished confidence, which leads to
absenteeism. Family members are socially affected as well, and they feel ashamed in
the community. Victims of cyberbullying overcome their experiences as a result of
church-related activities, according to their coping mechanisms. Despite their ordeals,
the cyber-bully victims grew stronger and more determined to move on. Others
shifted their focus.

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