Social media
The use of the internet and social media has increased rapidly in recent years, particularly during adolescence. According to research data, 93-97% of adolescents aged 13-17 years use at least one social networking platform, and teenagers report using three different platforms on average on a daily basis. This implies that social media occupies a dominant position in their lives and daily routines. Teenagers largely spend their free time on social networking sites on which they spend, on average, about 3 hours per day (Barry, Sidoti, Briggs, Reiter, & Lindsey, 2017). Summer is a time for relaxation and rest from the obligations of the school year. Teenagers therefore have more free time, which naturally increases both the amount of time spent using the internet and social media.
Cyber bullying
The nature of the internet (anonymity, rapid dissemination of information, large audiences, publication of personal data) and the increased use of social media have contributed to the phenomenon of cyber bullying (Nikolopoulos, 2009). This is due to the fact that through the internet and social media, rumors and comments can be spread in a short period of time, individuals do not know who is behind the screen, electronic traces cannot be traced without special knowledge, and the person being cyberbullied has no control, as cyberbullying is not limited to a specific place or time period, such as in the schoolyard or during school hours (Kowalski, Limber, & Agatston, 2012; Sygollitou, Psalti & Kapatzia, 2010; Hinduja & Patchin, 2008).
Cyberbullying, therefore, is defined as the phenomenon in which “an individual or group of individuals uses electronic and online communication media repeatedly and over a long period of time to intentionally attack another person who cannot defend himself/herself” (Smith et. al, 2008). It can take various forms such as sending texts, e-mails or instant messages with malicious content, maliciously posting photos or messages with the aim of harassment, spreading rumours and false facts, anonymous calls and messages, and creating websites with malicious material and publishing photos (Patchin & Hinduja, 2010). The above characteristics result in cyberbullying being more intense and traumatic for the victims.
The role of the parents
Parents who are fully and properly informed about the phenomenon of cyberbullying can help reduce the impact on their children. On the other hand, parents who are unaware of the dimensions of the phenomenon are unable to provide effective guidance and support. Knowledge, therefore, is very important, as social media users who are aware of the risks tend to be more cautious about posting personal information, while being more likely to disclose cyberbullying to an adult (Feinberg & Robey, 2009).
It is also important for parents to have ongoing conversations with their children in relation to social media, as well as to be aware of children’s online activity. This could be achieved through an agreement between them in relation to the amount of time children can be engaged on social media, the websites they can access and how to respond in the event of cyberbullying. Similarly an important element is the cultivation of a trusting relationship, as this appears to contribute to the disclosure of potential cyberbullying (Beale & Hall, 2007).
Parents who are aware of incidents of cyberbullying can take the following actions:
- Manage the information given to them calmly and be well informed about the concept of cyberbullying.
- Reassure and listen to their child, by being warm and encouraging. Warmth, moreover, in family relationships is directly linked to a reduced risk of children being in the position of either being a perpetrator or a victim of cyberbullying (Elsaesser, Russell, Ohannessian, & Patton, 2017).
- Try to learn as much information as possible.
- Ask the child to show them online conversations and messages.
- Explain to the child which behaviors are acceptable and which are not. Children should know their rights and responsibilities and respect the rights of others.
- Set limits on children’s reactions. Boundaries help children understand rules, foster responsibility, help them recognize their own potential, ensure physical and mental safety, and foster self-confidence and independence (Martin, 2008).
- Discuss empathy, ethics, respect and diversity and that these exist in both real and virtual dimensions.
- Contact directly the competent law enforcement authority (e.g the Cybercrime Unit).
- Contact a relevant Helpline or Hotline in their country to seek for advice.
For any further information or clarification, you may reach the European Child Helpline 116111 to discuss with a psychologist all the issues of concern to you in relation to your child.
References
Barry, C. T., Sidoti, C. L., Briggs, S. M., Reiter, S. R., &. Lindsey, R. A. (2017). Adolescent social media use and mental health from adolescent and parent perspectives. Journal of adolescence, 61, 1-11. https://doi.org/10.1016/j.adolescence.2017.08.005
Beale, A. V., & Hall, K. R. (2007). Cyberbullying: What school administrators (and parents) can do. The Clearing House, 81(1), 8-12. https://doi.org/10.3200/TCHS.81.1.8-12
Elsaesser, C., Russell, B., Ohannessian, C. M., & Patton, D. (2017). Parenting in a digital age: A review of parents’ role in preventing adolescent cyberbullying. Aggression and Violent Behavior, 35, 62–72. https://doi.org/10.1016/j.avb.2017.06.004
Feinberg, T., & Robey, N. (2008). Cyber bullying. Principal Leadership, 9(1), 10-14.
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). Wiley Blackwell.
Hinduja, S., & Patchin, J. W. (2010). Bullying, Cyberbullying and Suicide. Archives of Suicide Research, 14, 206–2 : http://dx.doi.org/10.1080/13811118.2010.4941331
Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29(2), 129–156. https://doi.org/10.1080/01639620701457816
Martin, H. (2008). The boundaries to children’s behaviour. Positive ways of education. Ellinika Grammata.
Nikolopoulos D., (2009). Cyberbullying: A modern threat, in Alevizos S. (Eds) Pedagogical dimensions of new media. Grigori.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of child psychology and psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
Sygkollitou, E., Psalti, A., & Kapatzia, A. (2010). Cyberbullying among Greek adolescents. In J.A. Mora-Merchán & T. Jäger (Eds.), Cyberbullying – A Cross-National Comparison. Verlag Empirische Pädagogik.