Emotional impact of bullying and cyber bullying: perceptions and effects on students
DOI:
https://doi.org/10.55905/rcssv12n1-022Keywords:
emotional impact, bullying, cyberbullying, consequences of bullyingAbstract
Bullying and cyberbullying are phenomena that have a significant emotional impact on students, generating negative perceptions and affecting their general well-being. Bullying refers to repeated aggressive, intimidating, or excluding behaviors that occur among peers in the school setting, while cyberbullying involves the use of electronic means to harass, defame, or threaten other students. The emotional impact of bullying and cyberbullying can be devastating for the students affected. They experience a wide range of negative emotions, including anxiety, fear, sadness, anger, and shame. Constant exposure to these experiences can lead to depression, low self-esteem, and mental health problems. Bullied students often have difficulty concentrating on their studies, which can affect their academic performance and personal development. Student perceptions of bullying and cyberbullying also play a role. Students may perceive themselves as helpless victims, which contributes to a sense of helplessness and hopelessness. In addition, they may develop distorted beliefs about their personal worth and their ability to relate to others. This can lead to a decrease in social participation, isolation, and a lack of self-confidence. The effects derived from school bullying and cyberbullying are numerous. Bullied students may experience a deterioration in their interpersonal relationships, since they have difficulties establishing solid bonds with their peers. Additionally, they may avoid school situations, such as transportation, recess, or extracurricular activities, for fear of being victimized. These avoidance behaviors can have a negative impact on their social development and their ability to adjust to the school environment. It is important to keep in mind that school cyberbullying has expanded the dimensions of traditional bullying. Bullying can happen online 24/7 and can reach a much broader audience. This intensifies the emotional impact on students, as they feel constantly threatened and cannot escape bullying even in the safety of their homes.
References
Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J. C. (2015). Bullying and its relation-ship with personal and contextual variables: A longitudinal study. Psychothema, 27(2), 151-157.
Carrascosa G., M., López-Cepero B., J., & Ortega-Ruiz, R. (2020). Improvement of coex-istence and prevention of bullying in the classroom: the CEPIS Program. Spanish Journal of Pedagogy, 78(307), 89-106.
Copeland, W. E., Wolke, D., Lereya, S. T., Shanahan, L., Worthman, C., & Costello, E. J. (2013). Childhood bullying involvement predicts low-grade systemic inflammation into adulthood. Proceedings of the National Academy of Sciences, 110(21), 843-848.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School psychology review, 32(3), 365-383.
Espelage, D. L., & Swearer, S. M. (2010). A social-ecological model for bullying preven-tion and intervention: Understanding the impact of adults in the social ecology of young-sters. In SR Jimerson, SM Swearer, & DL Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 355-366). Routledge.
Fernandez, A. (2014). Cyberbullying and school cyberbullying: review of the literature. Colombian Journal of Education, (66), 255-277.
Fernandez, M. (2019). Prevention and coping strategies for school cyberbullying. Educa-tion Magazine, 376, 198-215.
Gini, G., & Espelage, D. L. (2014). Peer victimization, cyberbullying, and suicide risk in children and adolescents. JAMA Pediatrics, 168(5), 435-442.
Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
Gomez, R. (2017). Socio-emotional support for victims of bullying: Proposal for an inter-vention program. Journal of Psychology, 24(2), 56-68.
González, C. (2005). Beliefs and attitudes towards bullying: its importance in the interven-tion. Education Magazine, (336), 625-642.
González, L. (2010). Emotional impact of bullying on high school students. Journal of Research in Psychology, 16(1), 78-92.
Hernandez, A. (2018). Social relations and coping in students victims of school cyberbul-lying. Journal of Social Psychology, 33(2), 245-259.
Johnson, R. (2008). Bullying in schools: An overview of types, effects, family characteris-tics, and intervention strategies. International Journal of School Health, 1(1), 1-8.
Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.
Li, Q. (2006). Cyberbullying in schools: A research of gender differences. school Psychol-ogy International, 27(2), 157-170.
Lopez, E. (2016). Effects of school cyberbullying on the academic performance of stu-dents. Higher Education Magazine, 45(179), 135-150.
Martinez, C. (2012). Emotional impact of cyberbullying on adolescents. Journal of Psy-chology, 28(2), 231-245.
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(1), 240-253.
Mishna, F., Khoury- Kassabri, M., & Gadalla, T. (2012). Long-term effects of cyberbully-ing: A study of college students. journal of school Violence, 11(2), 87-104.
Montoya, Y. M., & Diaz, F. E. R. (2023). Gender-based violence in the student residence of the University of Guantanamo. Caribbean Journal of Social Sciences, 10(3). retrieved from https://ojs.southfloridapublishing.com/ojs/index.php/rccs/article/view/2361
Morales, J. (2013). Prevention and early detection of bullying. Journal of Research in Ed-ucation, 21(2), 132-145.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Wiley-Blackwell.
Olweus, D. (1998). Bullying and threatening behaviors among schoolchildren. Madrid: Morata.
Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluating an intervention program to prevent cyberbullying. Aggressive Behavior, 42(2), 157-168.
Patchin, J. W., & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health, 80(12), 614-621.
Perez, D. (2017). Bullying prevention programs: A systematic review. Journal of Psychol-ogy, 33(1), 56-68.
Perez, M. (2012). Bullying and its consequences. Yearbook of Clinical and Health Psy-chology, 8, 135-150.
Piñuel, I., & Onate, A. (2008). Bullying: diagnostic criteria and main profiles of bullies and victims. Psychothema, 20(1), 63-68.
Smith, P. (2010). Emotional effects of bullying and cyberbullying on victims: A systematic review. Emotional and Behavioral Difficulties, 15(3), 207-224.
Smith, P. K., Pepler, D., & Rigby, K. (2004). Bullying in schools: How successful can in-terventions be? Cambridge University Press.
Solberg, M. E., Olweus, D., & Endresen, I. M. (2007). Bullies and victims at school: Are they the same pupils? british journal of Educational Psychology, 77(2), 441-464.
Ttofi, M. M., Farrington, D. P., & Lösel, F. (2016). School bullying as a predictor of vio-lence later in life: A systematic review and meta-analysis of prospective longitudinal stud-ies. Aggression and Violence Behavior, 27, 112-121.