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Defining Cyberbullying: A Multiple Perspectives Approach.

Alexandra Alipan1, Jason Skues1, Stephen Theiler1

  • 1Swinburne University of Technology, Melbourne.

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Summary

This study proposes a new three-part definition for cyberbullying, incorporating perspectives from bullies, victims, and bystanders to clarify its meaning in the digital age.

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Area of Science:

  • Psychology
  • Sociology
  • Media Studies

Background:

  • The definition of cyberbullying lacks consensus among researchers and the public.
  • Traditional bullying characteristics (harm intent, power imbalance, repetition) are ambiguously applied to cyberbullying.
  • Few studies explore cyberbullying definitions from the viewpoints of those involved: bullies, victims, and bystanders.

Purpose of the Study:

  • To address the ambiguity in cyberbullying definitions.
  • To propose a novel, comprehensive definition of cyberbullying.
  • To integrate the perspectives of bullies, victims, and bystanders into a unified definition.

Main Methods:

  • Literature review on existing cyberbullying definitions.
  • Analysis of traditional bullying characteristics in digital contexts.
  • Qualitative or quantitative research to gather perspectives from bullies, victims, and bystanders (specific methods not detailed in abstract).

Main Results:

  • Identified ambiguities in applying traditional bullying traits to cyberbullying.
  • Highlighted the need for distinct definitions based on user roles.
  • Developed a proposed three-part definition of cyberbullying.

Conclusions:

  • A unified, three-part definition is necessary to accurately define cyberbullying.
  • Incorporating bully, victim, and bystander perspectives enhances definitional clarity.
  • This new definition can aid researchers, practitioners, and policymakers in understanding and addressing cyberbullying.