The development of the Internet has shifted offline problems to online
With the development of the Internet era, more and more problems that will arise offline are gradually transferred online. There is an increasing amount of bullying, harassment, violent content, hate, pornography and other problematic content being widely distributed on digital platforms. Australian media is increasingly reporting on a wide range of issues related to forms of internet censorship, including tracking internet-based child pornography circles; calls to shut down racist meme sites; court orders to remove Facebook hate pages involving criminal suspects; or calls to regulate bullying or offensive behavior. Not surprisingly, discrimination that occurs in everyday life also occurs online. The Commission’s statutory responsibilities to discriminate and protect human rights require the Commission to focus on Internet-related practices such as cyberbullying and online racism, sexism/sexual harassment, and homophobia. Every Internet user should do something to stop this type of information from spreading.
Teenagers become the main force of the Internet
More and more teenagers have become the main force of Internet users, and their daily lives will be operated through the Internet, and the Internet has become an indispensable part of them. They acquire and absorb content from the Internet in various forms. Technology has become an important companion in modern life. For example, recent research in Australia shows that 95% of 8–11-year-olds and 100% of 16- to 17-year-olds, 67% of 12- to 13-year-olds, and 87% of teens are online.
Among 14–15-year-olds, 94% of 16–17-year-old own their own smartphone. In this case, however, Internet technology is a double-edged sword for teens. While it facilitates people’s communication, it also forms a certain violation, that is, cyberbullying. Research into cyberbullying has found this behavior. For example, some studies in previous years have found that nearly 30% of respondents have been victims of cyberbullying, defined as being ignored, disrespected, threatening, critical or making fun of others, or being spread rumors by others, A 2014 study revealed that approximately one in five Australian children aged 8-17 has experienced cyberbullying (Butler, D. 2018). Cyberbullying, like traditional forms of bullying, is widely believed to involve the reuse of real or perceived power imbalances with the intent to cause harm. Faced with this power imbalance, some victims may seek help from other targets, such as schools and the law, to correct the imbalance.
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The formation and development of cyberbullying
The most important component in the form of cyberattack is cyberbullying. Cyberbullying is defined as the use of technology by a person (or a group of people) to use negative language repeatedly and deliberately and/or behavior to attack a person over an extended period, which poses a significant threat to the mental health of others. Cyberbullying affects the rights of a range of people. This includes a series of psychological injuries, resulting in a series of psychological and stress-related diseases. The perpetrators of electronic violence are often the victim’s peers and attend the same school. They are less likely to be acquaintances or strangers outside of school, although in groups of adolescents and adults there are sometimes attacks on people the perpetrator does not know ((Lizut, 2019). Bullying can affect a person’s freedom to express feelings or opinions because they I no longer feel safe. To effectively prevent cyber violence on campus, people of the same age who are willing to speak out for justice can stand up and help the bullied classmates to speak out. They can publish the information about being bullied on the online platform, while other Internet users can provide some comfort to the bullied through online support (Agency, 2022). The term cyberbullying covers online harassment, online demotion, cyberstalking, and what he calls a hybrid form of online exposure/offline harm. It is widely believed that excessive use of the Internet significantly increases the likelihood of cyberbullying. The link between internet use and cyberbullying became immediately apparent. Currently, there is no accepted definition of cyberbullying. This is because cyberbullying is a relatively new concept and is closely associated with technological advancements. In many ways, it can be seen as a by-product of the behavioral changes that digital technologies have produced in the realm of communication and social interaction, the realm of socialization. Thus, cyberbullying is a multifaceted phenomenon, as the more the Internet and social networks spread, the more socialization takes on new forms and, therefore, the more forms of harassment and violence appear online (Marzano, 2019). Due to the anonymity of the Internet, more and more users believe that they do not need to be held responsible for the remarks made on the Internet platform, thus leading to an increase in cyberbullying.
“bad-cyberbully” by J_O_I_D is licensed under CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/?ref=openverse.
Who need responsible and how
School bullying and cyberbullying are socially relational, aggression-oriented issues involving proactivity, intentionality, duplication of certain aspects, and power disparities between political parties. To date, most prevention and intervention approaches have traditionally targeted individuals, classes, and entire school communities. The results of studies on the effects of such school-based cyber/bullying interventions have been less optimistic. As digital communication is an essential part of young people’s lives in and out of school, it contributes to the development of their emerging social identities. And the increasingly diverse nature of digital environments that are cross-platform, personal, mobile, and social, which informs cyber/bullying prevention and intervention strategies and supports student health and mental well-being. Certain difficulties (Taddeo, C, 2018).
The formation of bad information on the Internet is long-term. Therefore, to prevent the spread, it needs to be controlled in many ways. The use of the Internet exploded in the 20th century. This changes the lives of children and adults alike. These are beneficial, enriching our lives and broadening our opportunities. But the dark side of internet cyberbullying and harassment, deception, grooming has also grown. These negative aspects disproportionately affect children and young people. Adolescents who are not yet fully mature lack some of the broader social experience and the ability to judge whether things are right or wrong, which may give adults some protection, and adolescents may be more knowledgeable, but also more likely to engage in risky behaviors because they Seeking to explore virtual and real worlds and impress others in their quest for peer identity (Smith, P. K, 2018).
Some schools have established aggression reduction centers to reduce the spread of bad information on the Internet. This academic center provides students, teachers, administrators, and parents with high-quality information on regulating the use of the Internet through curriculum training. The focus is on understanding and preventing social issues in children, with particular emphasis on the central and complex role that bullying, cyberbullying, and digital communications play in the social lives of today’s children and adolescents. All programmers and lessons are based on ongoing, up-to-date research conducted on primary, secondary and post-secondary students and are developed with careful attention to the developmental needs and realities of children and adolescents to help them build the right outlook on life. And the importance of emotional connection between parents and students is emphasized in TV programs. Parents are encouraged to talk to children frequently, use their own life experiences to provide advice and guidance, provide guidance, support, and psychological comfort as they deal with bullying situations, and to reconnect with students after reporting an incident of bullying. This training model is an effective way to teach students their own problem-solving skills and strategies (Mccoy, M. K, 2018).
Overall, the standardized network law can also help the bullying on the network platform and the transmission of bad information to reduce the great burden. The guidance of schoolteachers and the standardization of information dissemination on online platforms are the most effective means of solving the dissemination of online bullying, violence, harassment, and pornography.
Reference List
Agency, D. (2020). What Is Bullying for Kids? National Center against Bullying.
Butler, D. (2018). Cyberbullying and the Law: Parameters for Effective Interventions? Reducing Cyberbullying in Schools, 49–60. https://doi.org/10.1016/C2016-0-01087-2
Lizut, J. (2019). Cyberbullying Victims，Perpetrators，and Bystanders. IGI Global.
Marzano, G. (2019). Cyberbullying and the Critical Importance of Educational Resources for Prevention and Intervention. IGI Global.
Mccoy, M. K. (2018). A Model for Providing Bullying Prevention Programs to K-12 Education While Training Future Educators. Reducing Cyberbullying in Schools, 109–124. https://doi.org/10.1016/C2016-0-01087-2
Smith, P. K. (2018). Commentary: Ways of Preventing Cyberbullying and Evidence-Based Practice. Reducing Cyberbullying in Schools, 257–272. https://doi.org/10.1016/C2016-0-01087-2
Taddeo, C. (2018). Online Social Marketing Approaches to Inform Cyber/Bullying Prevention and Intervention: What Have We Learnt? Reducing Cyberbullying in Schools, 75–94. https://doi.org/10.1016/C2016-0-01087-2