Bullying Culture
CYBER BULLYING AND TEENAGE CULTURE
I INTRODUCTION
Before this paper can begin in earnest, it is important to first define the subject at hand. Both the terms of ‘cyber bullying’ and ‘teenage culture’ are open to multiple interpretations; however, it is best to define ‘cyber bullying’ as it is understood in the medical field of psychiatry, whereas ‘teenage culture’ shall be defined under definitions used in the academic field of consumer research. The terms ‘cyber bullying’ and ‘teenage culture’ shall assume these defined meanings unless stated otherwise.
A Defining Cyber Bullying
According to Vandebosch and Van Cleemput, ‘cyber bullying’, as defined under psychiatry, require that the act meets several criteria;1
1. The …show more content…
act must be intended to hurt (by the perpetrator);
2. The act must be perceived as hurtful (by the victim);
3. The act must be part of a repetitive pattern of negative offline or online actions;
4. The act must be performed in a relationship characterized by a power imbalance (based on ‘real life’ power criteria, such as physical strength or age, and/or on ICT-related criteria such as technological know-how and anonymity).
5. The act must be perpetrated via electronic channels (such as the internet and mobile phones)
B Defining Teenage Culture
Teenage years are understood to be between the ages of 13 to 19. In regards to culture, McCracken states that culture is defined as a set of values, ideas and symbols that help individuals communicate, interpret, and evaluate as members of society.2 He contends that they are a ‘blueprint’ of human activity, determining the coordinates of social action.3
II HYPOTHESIS A – INFLUENCE OF TEENAGE CULTURE ON CYBER BULLYING
The first hypothesis that this paper will address is that online teenage culture influences cyber bullying in several aspects; the decision to partake in it, reactions to it and beliefs and conceptions about it.
For the purposes of Hypothesis A, the term ‘culture’ shall be understood as the online, teenage microculture. Whilst this microculture can be further broken down along the lines of nationality, ethnicity and socio-economic classes, for the purposes of this hypothesis, the differences between the further microcultures shall be assumed to be minimal.
Consumer behaviour researchers argue that culture affects the need, search, evaluation and purchase stages of the process of decision making.4 Therefore, this logic should extend to the act of cyber bullying; the need to cyber bully, the search for information regarding cyber bullying, evaluation of cyber bullying and the partaking in of the act itself should all be influenced by teenage culture.
A 2007 study undertaken by Agatston, Kowalski and Limber attempted to outline student perspective on cyber bullying. The study found that whilst students (especially female students) agreed that cyber bullying was a problem, certain teenage cultural norms prevented effective responses to cyber bullying.5
The most significant cultural norm effecting student reactions to cyber bullying is that of the persistent belief that cyber bullying is a taboo subject in school. Because of this, respondents in the study reported that the subject generally went undiscussed at school, in addition to respondents ignoring school personnel as possible sources of information and/or aid regarding cyber bullying.6 Obviously this created a feeling of isolation amongst the victims, who greatly limited their available avenues of advice and relief.
Building on from this point, was a general (though less strongly entrenched as the prior mentioned norms) cultural expectation of isolationism; cyber bullying amongst teenagers is generally an individual activity performed under anonymity.7 Similarly, cultural norms expected the victims to either ignore it or to bully the bully in retaliation, with little expectations of the victim seeking outside help.8 This finding was supported in a separate study, which revealed that only about 20% of teenagers were even aware of the fact that a friend was the victim of cyber bullying.9
Furthermore, there is a generally negative cultural view on seeking adult aid or advice in regards to cyber bullying. Generally, victims of cyber bullying either keep the matter secret, or inform their friends. Rarely are adults, even parents of the victims, aware that the victim is being cyber bullied.10
A separate cultural understanding of cyber bullying is that it is not ‘real’. Both bullies and victims perceived cyber bullying to be disjointed from physical reality, and therefore of lesser gravity then bullying in ‘real life’.11 It is this cultural belief that leads to both the aforementioned isolationism of the victims, as well as the attitude of the bullies.
Because cyber bullying is not perceived as ‘real’ bullying, cyber bullies often feel little remorse for their actions.12 From their perspective, there is a widespread acceptance amongst their peers that cyber bullying has no real victims, and therefore it is a more acceptable activity as opposed to physical bullying.13 It is for similar reasons that victims of cyber bullying so rarely inform adults of their plight; there is a cultural disconnect between online and ‘real world’ interactions between teenagers, and they believe that so called ‘non real life’ problems wouldn’t be taken seriously by adults.14
Upon the facts, it would seem that the hypothesis that teenage culture influences cyber bullying is supported. Primarily, cultural norms and perceptions manifest themselves most strongly in victim reaction to cyber bullying as well as general views and beliefs about cyber bullying.
Whilst not as significant as the aforementioned reaction and beliefs, cultural perceptions on cyber bullying being disjointed from the ‘real world’ influence the decision to engage in cyber bullying, as the bully often disconnects the act of cyber bullying with actual bullying.
Therefore, it is safe to conclude that research affirms the hypothesis, and that teenage culture has a significant influence on multiple aspects of cyber bullying.
III HYPOTHESIS B – PSYCHOANALYTICAL THEORY, BULLY AND VICTIM BEHAVIOUR
The second hypothesis of this paper is that psychoanalytical theory can aid in identifying cyber bullies and determining their motivation in cyber bullying, in addition to determining motivations of victims in their responses to cyber bullying.
Psychoanalytic theory contends that the human personality consists of the id, ego and superego. The id is the most animalistic aspect of the personality, which seeks immediate, instinctual gratification. The superego is associated with societal and personal norms and serves as an ethical constraint on behaviour. Finally, the edo mediates the hedonism of the id and the prohibitions of the superego.15 It is therefore argued that the interaction between these elements manifest as unconscious motivations in one’s behaviour.16
In regards to cyber bullying, one 2007 study argues that bullying is often the result of a desire, conscious or otherwise, to control the victim or to enact revenge.17 Oftentimes, these desires are borne out of feelings of envy and emotional distress.18 This study also notes that bullies were often victims themselves, thus drawing a correlation with Hypothesis A of this paper, which found that retribution was one of the accepted reactions to bullying under teenage cultural norms.
An interesting aspect of motivation in cyber bullying is the decision to bully in retaliation to being bullied.
As had been mentioned prior, cyber bullies are oftentimes victims as well. Several papers have noted that there is often a strong urge to resist bullying in whatever method is perceived as the most forceful, and oftentimes this is in bullying either the bully in return, or to bully others.
The aforementioned papers mainly contend that this urge to resist strongly lies in the victim’s desire for the recognition of their existence.19 According to these studies, being the victim of bullying diminishes the victims’ perceived self worth, with extreme cases causing the victim to believe they are less then human.20 Therefore, by bullying in return, victims act out from an urge to reassert themselves by feeding on the reactions from their victims as a reaffirmation of their own …show more content…
existence.21
Another paper however, suggests a reason why cyber bullying might be undertaken by teenagers as opposed to more traditional forms of bullying. As had been mentioned in Hypothesis A of this paper, teenagers generally perceive a disconnect between cyber bullying and ‘real life’. Therefore, they engage in cyber bullying based on the desire for revenge and control, but perceive it perhaps closer to a game as opposed to real bullying with actual consequences.22 Whilst the conclusion that this paper draws, that cyber bullies perceive their acts to be a game, seems rather oversimplified, it does seem plausible that the moralistic prohibitions of the superego are less constrained due to the perceived disconnect between cyber bullying and the ‘real world’.
Other studies however, have focused more on the motivations of victims. One study in particular, found that there was a correlation with internet use and being a victim of cyber bullying.23 Therefore, if victims of cyber victims were more likely to be heavy internet users, the question must then be asked as to why they continue to use the internet as frequently. Some psychologists argue that the desire to reassert their existence (as had been mentioned prior) is a major force in the seemingly masochistic drive of victims to continue exposing themselves to cyber bullying.24 These victims continue their use of the internet of a passive form of resistance, believing that if their pride and self worth will be diminished if they stop using the internet because of the bully. Similar to the conclusion of the studies mentioned prior, these victims therefore continue using the internet for long periods of time in order to reassure themselves of their own self worth.
Thus upon the facts, it can be concluded Hypothesis B is supported; psychoanalytical theory does aid in determining cyber bullies and victims as well as their motivations. Primarily, bullies act out of a desire for revenge or for control, whereas victims react either out of that same desire for revenge, or out of a need to reaffirm their own self worth.
IV HYPOTHESIS C – NEED MOTIVATION IN CYBER BULLYING
The final hypothesis that this paper will is that need motivation in cyber bullying falls into three main categories; need for pleasure, need for social image and the need to possess.
Need motivation represents the drive to satisfy physiological and psychological needs through product purchase and consumption.25 In the context of this hypothesis, the needs are purely psychological.
Rather surprisingly, there is precious little literature arguing that the need for pleasure is a driving force in the act of bullying. Whilst some studies contend that pleasure is derived from the act of bullying,26 it is not the need for pleasure that drives the bully towards the act of bullying.
This is of course not to say that a need for pleasure not present; rather, bullies are often found to be suffering from rather significant needs for pleasure and happiness27. However, despite this significant need, the act of bullying itself seems to neither fill the need, nor is it consciously driven by it.28
Social image needs however, provide rather murky territory in the study of cyber bullying. In more traditional forms of bullying, social needs appear to be a driving factor; bullies are often those deemed popular by their peers, whereas victims are often socially ostracized, primarily due to lack of social skills, unattractiveness or disabilities.29
However, traditionally bullying is often done specifically in the presence of friends of the bully, with deliberate attention paid to the reactions and opinions of the bully’s friends.30 The disconnect between cyber bullying and ‘real world’ bullying thus becomes manifest; as had been mentioned in Hypothesis A, a study31 had found that cyber bullying is traditionally performed in isolation.
From here, two separate theories can be argued; that the need for social image is driven by the need for approval from the bully’s online peers, or that the need for social image is not a significant factor in cyber bullying.
Unfortunately, there are currently no publically available studies regarding the need for social image and its relationship to cyber bullying. However, this does not mean that a reasonable conclusion cannot be reached through logical conjuncture.
Therefore, in order to logically deduce whether the need for social image is present in cyber bullying, two questions must be raised; what channels are most commonly used in cyber bullying, and does the bully inform others about their act.
Regarding channels used, a study has found that cyber bullying via cell phones consistently ranks as a more common form of cyber bullying as opposed to cyber bullying via the internet.32 Given the more personal nature of mobile phones, it seems that this finding is supportive of the possibility that social image needs are not significant in the decision to bully. However, the same study found that when cyber bullying via the internet occurs, it occurs just as frequently in public forums such as message boards and websites as it does in private forums such as emails.33
In regards to whether the act of cyber bullying is then talked about by the bully, a separate study found that 7.2% of respondents do not talk about it34, 16.5% talk about with peers (friends, siblings)35 and 4.3% talk about it to authority figures (parents, teachers)36, the rest claim not to have ever cyber bullied.. Assuming that those who talk about their bullying with friends do so primarily to brag, it appears that the findings of this study support the idea that social image needs are a motivating force behind cyber bullying.
It thus appears that it is safe to reason that social image needs play at least some role in the decision to cyber bully. Whilst there is contrary evidence in terms of the channels used to cyber bully, it seems plausible that whilst a private channel is used to cyber bully, the bully then proceeds to brag about it with his or her friends. Therefore, in absence of specialized study into the relationship between social image needs and cyber bullying, it seems safe to assume based on the facts that there is a relationship between social image needs and cyber bullying.
The final and perhaps most controversial need addressed by this hypothesis, is the need to possess. Of course, this possession is not the same concept of ownership as in the way one owns a car; this concept of ownership lies in the bully’s perceived influence over the victim, manifest in the ability to dominate their victim’s feelings and emotions.37
This hypothesis is supported by a study by Turkel, which had been mentioned in Hypothesis A. In it, Turkel outlines a desire for control as a primary motivation in cyber bullying.38 In much the same way, control and domination over a victim can be seen as a form of possession.
In further support of this theory, other studies have found that a desire to control is primarily manifested in bullies who know and interact with their victims in real life.39 Thus, this form of possession over the victim allows the bully to continue exerting their influence over the victim in day to day interactions, as opposed to cyber interactions where the victim can more easily distance themselves from the bully.
On the facts, it appears that at least part of this hypothesis is supported by research; social image needs and possession needs appear to at least be motivating factors in cyber bullying. However, while a need for pleasure is often found in cyber bullies, it does not seem to be a conscious, motivating factor in the desire to bully.
V SUMMARY OF CONCEPTS
This paper has addressed three main concepts; teenage culture, psychoanalytic theory and need motivation, as well as the relationship and interaction between each other.
A Summary of Concepts and their Findings
The concept of teenage culture and its influence in cyber bully and cyber victim behavior was addressed in Hypothesis A. In it, it was found that cultural norms generally viewed cyber bullying as disconnected from reality. Because of this disconnect, there was a further cultural expectation of isolationism, which influenced the behavior of cyber victims.
Hypothesis B addressed the concept of psychoanalytic theory and its ability to identify cyber bullies, cyber victims and their behavior. It found that the behavior of bullies was primarily motivated by revenge and a desire to control.
Finally, Hypothesis C studied the concept of need motivation and its influence over the desire to cyber bully.
Upon the facts, it found that the need for social image and the need to possess were factors in the desire to bully. However, the need for pleasure was surprisingly absent.
B The relationship between the three concepts
The most significant relationship exists between the concepts of culture and psychoanalytic theory.. As had been mentioned, cultural norms often saw cyber bullying through the lens of isolationism. Therefore, it appears that culture has influenced the psychoanalytic behavior of both bullies and victims, who both often cite personal revenge as a driving motivator behind cyber bullying.
Furthermore, the same relationship seemed to be a driving point in the behavior of victims, because cultural norms dissuaded victims from seeking aid from friends or family, victim reaction generally either manifested in either counter bullying, or continuing internet use in spite of abuse, in order to passively defy the bully.
The concept of need motivation however, seems to act independently of the other concepts. However, a lack of relationship does not mean its findings are contradictory, simply that the areas of behavior studied did not
overlap.
VI MANAGERIAL IMPLICATIONS
As a marketer, it is important to address several key factors. Firstly, messages must be tailored to the audience, therefore bullies and victims must be divided into two separate demographics.
Furthermore, through the three hypotheses, it has been found that cyber bullying is often result of the bully being bullied themselves. Therefore, it is in the best interest of all to prevent cyber bullying at its source by helping the bullies to seek help when they are victims, thereby preventing bullying as a whole.
A Victims
Firstly, the reality of the prevalence of teenage culture and the difficulty associated with influencing it must be accepted. Marketers and academics observe that whilst some cultural norms can be more easily influenced, deeply entrenched norms and perspectives will be much more difficult to change.40
Given the rather illogical and unhelpful cultural perception that cyber bullying is disjointed from ‘real life’, it is highly likely this is strongly entrenched in teenage culture, and thus it will be difficult to encourage victims to seek outside, especially adult, aid.
Nonetheless, it is important that effort is expanded towards encouraging victims to seek adult aid. Therefore, the best method to do so is to directly address the cultural perception that cyber bullying is not ‘real bullying’. Messages must be tailored to convince victims that the implications of cyber bullying are just as real as ‘real life bullying’, and that adults should be notified when either occurs.
Secondly, marketers must address the belief that cyber bullying is a taboo subject in school. This would be best done through schools, which must educate students on the need to open the subject of cyber bullying to discussion. This should also aid in overcoming the cultural perception that cyber bullying is isolationist in nature, and that victims should seek remedies to cyber bullying by themselves.
Vehicles best suited towards these messages be at schools as well as online sites frequented by teenagers.
B Bullies
Like victims, bullies must also be made aware that the perceived disconnect between cyber bullying and real life bullying. Similar methods used for victims should apply for bullies as well.
Similarly, marketers must realize that many bullies are victims themselves. Therefore, it stands to reason that the root cause of the problem is that of being bullied. Thus, if bullies can be encouraged to seek aid after being bullied themselves, it should reduce their own need to bully. This is further supported by Hypothesis B, which found revenge to be a significant factor in the decision to bully.
Like victims, messages to bullies would be best sent via their schools and through advertisements on popular teenage websites.
C Parents
The final demographic that needs to be addressed are parents. As mentioned, teenage culture perceives that adults would not understand what a cyber victim is going through. Therefore, messages tailored towards parents must be designed, so as to educate them on gravity of cyber bullying, and the need to encourage their child to talk to them should they be a victim of cyber bullying.
VII REFERENCES
JOURNAL ARTICLES
Ann Turkel, ‘Suger and Spice and Puppy Dog’s Tails: The Psychodynamics of Bullying’ (2007) 35 Journal of the American Academy of Psychoanalysis & Dynamic Psychiatry 243
Christine Bhat, ‘Cyber bullying: Overview and Strategies for School Counsellors, Guidance Officers and All School Personnel’ (2008) 18 Australian Journal of Guidance & Counseling 53
David Estell et al, ‘Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School’ (2009) 18 Journal of Child & Family Studies 136
Ersilia Menesini et al, ‘Bullying and Victimization in Adolescence: Concurrent and Stable Roles and Psychological Health Symptoms’ (2009) 170 Journal of Genetic Psychology 115
Faye Mishna, Alan McLunkie and Michael Saini, ‘Real World Dangers in an Online Reality: A Qualitative Study Examining Online Relationships and Cyber Abuse’ (2009) 33 Social Work Research 107
Francine Dehue, Catherine Bolman and Trijnte Vollink, ‘Cyberbullying: Youngsters’ Experiences and Parental Perception’ (2008) 11 CyberPsychology & Behaviour 217
Grant McCracken, ‘Culture and Consumption: A Theoretical Account of the Structure and Movement of the Cultural Meaning of Consumer Goods’ (1983) 13 Journal of Consumer Research 71
Hazel Rose Markus and Shinobu Kitayama, ‘Culture and the Self: Implications for Cognition, Emotion, and Motivation’ (1991) 98 Psychological Review 224
Heidi Vandebosch and Katrien Van Cleemput, ‘Defining Cyberbullying: A Qualitative Research into the Perceptions of Youngsters’ (2008) 11 CyberPsychology & Behaviour 499
John Daniel, ‘The Self Set Free’ (2008) 19 Therapy Today 4
Marilyn Campbell, ‘Cyber Bullying: An Old Problem in a New Guise?’ (2005) 15 Australian Journal of Guidance & Counseling 68
Martin Kemp and Eliana Pinto, ‘To Resist is to Exist’ (2009) 20 Therapy Today 10
Michel Laroche, ‘Impact of Culture on Marketing Strategy: Introduction to the Special Issue’ (2009) 62 Journal of Business Research 921
Patricia Agatston, Robin Kowalski and Susan Limber, ‘Students’ Perspective on Cyber Bullying’ (2007) 41 Journal of Adolescent Health 59
Paul Lambert et al, ‘The Social Context of School Bullying: Evidence from a Survey of Children in South Wales’ (2008) 23 Research Papers in Education 269
Peter Smith et al, ‘Cyberbullying: It’s Nature and Impact in Secondary School Pupils’ (2008) 49 Journal of Child Psychology & Psychiatry 376
Robert Slonje and Peter Smith, ‘Cyberbullying: Another Main Type of Bullying?’ (2008) 49 Scandinavian Journal of Psychology 147
Sameer Hinduja, ‘Offline Consequences of Online Victimization: School Violence and Delinquency’ (2007) 6 Journal of School Violence 89
Sheila White, ‘A Psychodynamic Perspective of Workplace Bullying: Containment, Boundaries and a Futile Search for Recognition’ (2004) 32 British Journal of Guidance & Counseling 269
Tolga Aricak at al, ‘Cyber bullying among Turkish Adolescents’ (2008) 11 CyberPsychology & Behavior 253
BOOKS
Roger Blackwell et al, Consumer Behaviour – An Asia Pacific Approach (1st ed, 2006)
Scott Ward and Thomas Robertson, Consumer Behaviour: Theoretical Sources (1st ed, 1973)
I INTRODUCTION
Before this paper can begin in earnest, it is important to first define the subject at hand. Both the terms of ‘cyber bullying’ and ‘teenage culture’ are open to multiple interpretations; however, it is best to define ‘cyber bullying’ as it is understood in the medical field of psychiatry, whereas ‘teenage culture’ shall be defined under definitions used in the academic field of consumer research. The terms ‘cyber bullying’ and ‘teenage culture’ shall assume these defined meanings unless stated otherwise.
A Defining Cyber Bullying
According to Vandebosch and Van Cleemput, ‘cyber bullying’, as defined under psychiatry, require that the act meets several criteria;1
1. The …show more content…
act must be intended to hurt (by the perpetrator);
2. The act must be perceived as hurtful (by the victim);
3. The act must be part of a repetitive pattern of negative offline or online actions;
4. The act must be performed in a relationship characterized by a power imbalance (based on ‘real life’ power criteria, such as physical strength or age, and/or on ICT-related criteria such as technological know-how and anonymity).
5. The act must be perpetrated via electronic channels (such as the internet and mobile phones)
B Defining Teenage Culture
Teenage years are understood to be between the ages of 13 to 19. In regards to culture, McCracken states that culture is defined as a set of values, ideas and symbols that help individuals communicate, interpret, and evaluate as members of society.2 He contends that they are a ‘blueprint’ of human activity, determining the coordinates of social action.3
II HYPOTHESIS A – INFLUENCE OF TEENAGE CULTURE ON CYBER BULLYING
The first hypothesis that this paper will address is that online teenage culture influences cyber bullying in several aspects; the decision to partake in it, reactions to it and beliefs and conceptions about it.
For the purposes of Hypothesis A, the term ‘culture’ shall be understood as the online, teenage microculture. Whilst this microculture can be further broken down along the lines of nationality, ethnicity and socio-economic classes, for the purposes of this hypothesis, the differences between the further microcultures shall be assumed to be minimal.
Consumer behaviour researchers argue that culture affects the need, search, evaluation and purchase stages of the process of decision making.4 Therefore, this logic should extend to the act of cyber bullying; the need to cyber bully, the search for information regarding cyber bullying, evaluation of cyber bullying and the partaking in of the act itself should all be influenced by teenage culture.
A 2007 study undertaken by Agatston, Kowalski and Limber attempted to outline student perspective on cyber bullying. The study found that whilst students (especially female students) agreed that cyber bullying was a problem, certain teenage cultural norms prevented effective responses to cyber bullying.5
The most significant cultural norm effecting student reactions to cyber bullying is that of the persistent belief that cyber bullying is a taboo subject in school. Because of this, respondents in the study reported that the subject generally went undiscussed at school, in addition to respondents ignoring school personnel as possible sources of information and/or aid regarding cyber bullying.6 Obviously this created a feeling of isolation amongst the victims, who greatly limited their available avenues of advice and relief.
Building on from this point, was a general (though less strongly entrenched as the prior mentioned norms) cultural expectation of isolationism; cyber bullying amongst teenagers is generally an individual activity performed under anonymity.7 Similarly, cultural norms expected the victims to either ignore it or to bully the bully in retaliation, with little expectations of the victim seeking outside help.8 This finding was supported in a separate study, which revealed that only about 20% of teenagers were even aware of the fact that a friend was the victim of cyber bullying.9
Furthermore, there is a generally negative cultural view on seeking adult aid or advice in regards to cyber bullying. Generally, victims of cyber bullying either keep the matter secret, or inform their friends. Rarely are adults, even parents of the victims, aware that the victim is being cyber bullied.10
A separate cultural understanding of cyber bullying is that it is not ‘real’. Both bullies and victims perceived cyber bullying to be disjointed from physical reality, and therefore of lesser gravity then bullying in ‘real life’.11 It is this cultural belief that leads to both the aforementioned isolationism of the victims, as well as the attitude of the bullies.
Because cyber bullying is not perceived as ‘real’ bullying, cyber bullies often feel little remorse for their actions.12 From their perspective, there is a widespread acceptance amongst their peers that cyber bullying has no real victims, and therefore it is a more acceptable activity as opposed to physical bullying.13 It is for similar reasons that victims of cyber bullying so rarely inform adults of their plight; there is a cultural disconnect between online and ‘real world’ interactions between teenagers, and they believe that so called ‘non real life’ problems wouldn’t be taken seriously by adults.14
Upon the facts, it would seem that the hypothesis that teenage culture influences cyber bullying is supported. Primarily, cultural norms and perceptions manifest themselves most strongly in victim reaction to cyber bullying as well as general views and beliefs about cyber bullying.
Whilst not as significant as the aforementioned reaction and beliefs, cultural perceptions on cyber bullying being disjointed from the ‘real world’ influence the decision to engage in cyber bullying, as the bully often disconnects the act of cyber bullying with actual bullying.
Therefore, it is safe to conclude that research affirms the hypothesis, and that teenage culture has a significant influence on multiple aspects of cyber bullying.
III HYPOTHESIS B – PSYCHOANALYTICAL THEORY, BULLY AND VICTIM BEHAVIOUR
The second hypothesis of this paper is that psychoanalytical theory can aid in identifying cyber bullies and determining their motivation in cyber bullying, in addition to determining motivations of victims in their responses to cyber bullying.
Psychoanalytic theory contends that the human personality consists of the id, ego and superego. The id is the most animalistic aspect of the personality, which seeks immediate, instinctual gratification. The superego is associated with societal and personal norms and serves as an ethical constraint on behaviour. Finally, the edo mediates the hedonism of the id and the prohibitions of the superego.15 It is therefore argued that the interaction between these elements manifest as unconscious motivations in one’s behaviour.16
In regards to cyber bullying, one 2007 study argues that bullying is often the result of a desire, conscious or otherwise, to control the victim or to enact revenge.17 Oftentimes, these desires are borne out of feelings of envy and emotional distress.18 This study also notes that bullies were often victims themselves, thus drawing a correlation with Hypothesis A of this paper, which found that retribution was one of the accepted reactions to bullying under teenage cultural norms.
An interesting aspect of motivation in cyber bullying is the decision to bully in retaliation to being bullied.
As had been mentioned prior, cyber bullies are oftentimes victims as well. Several papers have noted that there is often a strong urge to resist bullying in whatever method is perceived as the most forceful, and oftentimes this is in bullying either the bully in return, or to bully others.
The aforementioned papers mainly contend that this urge to resist strongly lies in the victim’s desire for the recognition of their existence.19 According to these studies, being the victim of bullying diminishes the victims’ perceived self worth, with extreme cases causing the victim to believe they are less then human.20 Therefore, by bullying in return, victims act out from an urge to reassert themselves by feeding on the reactions from their victims as a reaffirmation of their own …show more content…
existence.21
Another paper however, suggests a reason why cyber bullying might be undertaken by teenagers as opposed to more traditional forms of bullying. As had been mentioned in Hypothesis A of this paper, teenagers generally perceive a disconnect between cyber bullying and ‘real life’. Therefore, they engage in cyber bullying based on the desire for revenge and control, but perceive it perhaps closer to a game as opposed to real bullying with actual consequences.22 Whilst the conclusion that this paper draws, that cyber bullies perceive their acts to be a game, seems rather oversimplified, it does seem plausible that the moralistic prohibitions of the superego are less constrained due to the perceived disconnect between cyber bullying and the ‘real world’.
Other studies however, have focused more on the motivations of victims. One study in particular, found that there was a correlation with internet use and being a victim of cyber bullying.23 Therefore, if victims of cyber victims were more likely to be heavy internet users, the question must then be asked as to why they continue to use the internet as frequently. Some psychologists argue that the desire to reassert their existence (as had been mentioned prior) is a major force in the seemingly masochistic drive of victims to continue exposing themselves to cyber bullying.24 These victims continue their use of the internet of a passive form of resistance, believing that if their pride and self worth will be diminished if they stop using the internet because of the bully. Similar to the conclusion of the studies mentioned prior, these victims therefore continue using the internet for long periods of time in order to reassure themselves of their own self worth.
Thus upon the facts, it can be concluded Hypothesis B is supported; psychoanalytical theory does aid in determining cyber bullies and victims as well as their motivations. Primarily, bullies act out of a desire for revenge or for control, whereas victims react either out of that same desire for revenge, or out of a need to reaffirm their own self worth.
IV HYPOTHESIS C – NEED MOTIVATION IN CYBER BULLYING
The final hypothesis that this paper will is that need motivation in cyber bullying falls into three main categories; need for pleasure, need for social image and the need to possess.
Need motivation represents the drive to satisfy physiological and psychological needs through product purchase and consumption.25 In the context of this hypothesis, the needs are purely psychological.
Rather surprisingly, there is precious little literature arguing that the need for pleasure is a driving force in the act of bullying. Whilst some studies contend that pleasure is derived from the act of bullying,26 it is not the need for pleasure that drives the bully towards the act of bullying.
This is of course not to say that a need for pleasure not present; rather, bullies are often found to be suffering from rather significant needs for pleasure and happiness27. However, despite this significant need, the act of bullying itself seems to neither fill the need, nor is it consciously driven by it.28
Social image needs however, provide rather murky territory in the study of cyber bullying. In more traditional forms of bullying, social needs appear to be a driving factor; bullies are often those deemed popular by their peers, whereas victims are often socially ostracized, primarily due to lack of social skills, unattractiveness or disabilities.29
However, traditionally bullying is often done specifically in the presence of friends of the bully, with deliberate attention paid to the reactions and opinions of the bully’s friends.30 The disconnect between cyber bullying and ‘real world’ bullying thus becomes manifest; as had been mentioned in Hypothesis A, a study31 had found that cyber bullying is traditionally performed in isolation.
From here, two separate theories can be argued; that the need for social image is driven by the need for approval from the bully’s online peers, or that the need for social image is not a significant factor in cyber bullying.
Unfortunately, there are currently no publically available studies regarding the need for social image and its relationship to cyber bullying. However, this does not mean that a reasonable conclusion cannot be reached through logical conjuncture.
Therefore, in order to logically deduce whether the need for social image is present in cyber bullying, two questions must be raised; what channels are most commonly used in cyber bullying, and does the bully inform others about their act.
Regarding channels used, a study has found that cyber bullying via cell phones consistently ranks as a more common form of cyber bullying as opposed to cyber bullying via the internet.32 Given the more personal nature of mobile phones, it seems that this finding is supportive of the possibility that social image needs are not significant in the decision to bully. However, the same study found that when cyber bullying via the internet occurs, it occurs just as frequently in public forums such as message boards and websites as it does in private forums such as emails.33
In regards to whether the act of cyber bullying is then talked about by the bully, a separate study found that 7.2% of respondents do not talk about it34, 16.5% talk about with peers (friends, siblings)35 and 4.3% talk about it to authority figures (parents, teachers)36, the rest claim not to have ever cyber bullied.. Assuming that those who talk about their bullying with friends do so primarily to brag, it appears that the findings of this study support the idea that social image needs are a motivating force behind cyber bullying.
It thus appears that it is safe to reason that social image needs play at least some role in the decision to cyber bully. Whilst there is contrary evidence in terms of the channels used to cyber bully, it seems plausible that whilst a private channel is used to cyber bully, the bully then proceeds to brag about it with his or her friends. Therefore, in absence of specialized study into the relationship between social image needs and cyber bullying, it seems safe to assume based on the facts that there is a relationship between social image needs and cyber bullying.
The final and perhaps most controversial need addressed by this hypothesis, is the need to possess. Of course, this possession is not the same concept of ownership as in the way one owns a car; this concept of ownership lies in the bully’s perceived influence over the victim, manifest in the ability to dominate their victim’s feelings and emotions.37
This hypothesis is supported by a study by Turkel, which had been mentioned in Hypothesis A. In it, Turkel outlines a desire for control as a primary motivation in cyber bullying.38 In much the same way, control and domination over a victim can be seen as a form of possession.
In further support of this theory, other studies have found that a desire to control is primarily manifested in bullies who know and interact with their victims in real life.39 Thus, this form of possession over the victim allows the bully to continue exerting their influence over the victim in day to day interactions, as opposed to cyber interactions where the victim can more easily distance themselves from the bully.
On the facts, it appears that at least part of this hypothesis is supported by research; social image needs and possession needs appear to at least be motivating factors in cyber bullying. However, while a need for pleasure is often found in cyber bullies, it does not seem to be a conscious, motivating factor in the desire to bully.
V SUMMARY OF CONCEPTS
This paper has addressed three main concepts; teenage culture, psychoanalytic theory and need motivation, as well as the relationship and interaction between each other.
A Summary of Concepts and their Findings
The concept of teenage culture and its influence in cyber bully and cyber victim behavior was addressed in Hypothesis A. In it, it was found that cultural norms generally viewed cyber bullying as disconnected from reality. Because of this disconnect, there was a further cultural expectation of isolationism, which influenced the behavior of cyber victims.
Hypothesis B addressed the concept of psychoanalytic theory and its ability to identify cyber bullies, cyber victims and their behavior. It found that the behavior of bullies was primarily motivated by revenge and a desire to control.
Finally, Hypothesis C studied the concept of need motivation and its influence over the desire to cyber bully.
Upon the facts, it found that the need for social image and the need to possess were factors in the desire to bully. However, the need for pleasure was surprisingly absent.
B The relationship between the three concepts
The most significant relationship exists between the concepts of culture and psychoanalytic theory.. As had been mentioned, cultural norms often saw cyber bullying through the lens of isolationism. Therefore, it appears that culture has influenced the psychoanalytic behavior of both bullies and victims, who both often cite personal revenge as a driving motivator behind cyber bullying.
Furthermore, the same relationship seemed to be a driving point in the behavior of victims, because cultural norms dissuaded victims from seeking aid from friends or family, victim reaction generally either manifested in either counter bullying, or continuing internet use in spite of abuse, in order to passively defy the bully.
The concept of need motivation however, seems to act independently of the other concepts. However, a lack of relationship does not mean its findings are contradictory, simply that the areas of behavior studied did not
overlap.
VI MANAGERIAL IMPLICATIONS
As a marketer, it is important to address several key factors. Firstly, messages must be tailored to the audience, therefore bullies and victims must be divided into two separate demographics.
Furthermore, through the three hypotheses, it has been found that cyber bullying is often result of the bully being bullied themselves. Therefore, it is in the best interest of all to prevent cyber bullying at its source by helping the bullies to seek help when they are victims, thereby preventing bullying as a whole.
A Victims
Firstly, the reality of the prevalence of teenage culture and the difficulty associated with influencing it must be accepted. Marketers and academics observe that whilst some cultural norms can be more easily influenced, deeply entrenched norms and perspectives will be much more difficult to change.40
Given the rather illogical and unhelpful cultural perception that cyber bullying is disjointed from ‘real life’, it is highly likely this is strongly entrenched in teenage culture, and thus it will be difficult to encourage victims to seek outside, especially adult, aid.
Nonetheless, it is important that effort is expanded towards encouraging victims to seek adult aid. Therefore, the best method to do so is to directly address the cultural perception that cyber bullying is not ‘real bullying’. Messages must be tailored to convince victims that the implications of cyber bullying are just as real as ‘real life bullying’, and that adults should be notified when either occurs.
Secondly, marketers must address the belief that cyber bullying is a taboo subject in school. This would be best done through schools, which must educate students on the need to open the subject of cyber bullying to discussion. This should also aid in overcoming the cultural perception that cyber bullying is isolationist in nature, and that victims should seek remedies to cyber bullying by themselves.
Vehicles best suited towards these messages be at schools as well as online sites frequented by teenagers.
B Bullies
Like victims, bullies must also be made aware that the perceived disconnect between cyber bullying and real life bullying. Similar methods used for victims should apply for bullies as well.
Similarly, marketers must realize that many bullies are victims themselves. Therefore, it stands to reason that the root cause of the problem is that of being bullied. Thus, if bullies can be encouraged to seek aid after being bullied themselves, it should reduce their own need to bully. This is further supported by Hypothesis B, which found revenge to be a significant factor in the decision to bully.
Like victims, messages to bullies would be best sent via their schools and through advertisements on popular teenage websites.
C Parents
The final demographic that needs to be addressed are parents. As mentioned, teenage culture perceives that adults would not understand what a cyber victim is going through. Therefore, messages tailored towards parents must be designed, so as to educate them on gravity of cyber bullying, and the need to encourage their child to talk to them should they be a victim of cyber bullying.
VII REFERENCES
JOURNAL ARTICLES
Ann Turkel, ‘Suger and Spice and Puppy Dog’s Tails: The Psychodynamics of Bullying’ (2007) 35 Journal of the American Academy of Psychoanalysis & Dynamic Psychiatry 243
Christine Bhat, ‘Cyber bullying: Overview and Strategies for School Counsellors, Guidance Officers and All School Personnel’ (2008) 18 Australian Journal of Guidance & Counseling 53
David Estell et al, ‘Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School’ (2009) 18 Journal of Child & Family Studies 136
Ersilia Menesini et al, ‘Bullying and Victimization in Adolescence: Concurrent and Stable Roles and Psychological Health Symptoms’ (2009) 170 Journal of Genetic Psychology 115
Faye Mishna, Alan McLunkie and Michael Saini, ‘Real World Dangers in an Online Reality: A Qualitative Study Examining Online Relationships and Cyber Abuse’ (2009) 33 Social Work Research 107
Francine Dehue, Catherine Bolman and Trijnte Vollink, ‘Cyberbullying: Youngsters’ Experiences and Parental Perception’ (2008) 11 CyberPsychology & Behaviour 217
Grant McCracken, ‘Culture and Consumption: A Theoretical Account of the Structure and Movement of the Cultural Meaning of Consumer Goods’ (1983) 13 Journal of Consumer Research 71
Hazel Rose Markus and Shinobu Kitayama, ‘Culture and the Self: Implications for Cognition, Emotion, and Motivation’ (1991) 98 Psychological Review 224
Heidi Vandebosch and Katrien Van Cleemput, ‘Defining Cyberbullying: A Qualitative Research into the Perceptions of Youngsters’ (2008) 11 CyberPsychology & Behaviour 499
John Daniel, ‘The Self Set Free’ (2008) 19 Therapy Today 4
Marilyn Campbell, ‘Cyber Bullying: An Old Problem in a New Guise?’ (2005) 15 Australian Journal of Guidance & Counseling 68
Martin Kemp and Eliana Pinto, ‘To Resist is to Exist’ (2009) 20 Therapy Today 10
Michel Laroche, ‘Impact of Culture on Marketing Strategy: Introduction to the Special Issue’ (2009) 62 Journal of Business Research 921
Patricia Agatston, Robin Kowalski and Susan Limber, ‘Students’ Perspective on Cyber Bullying’ (2007) 41 Journal of Adolescent Health 59
Paul Lambert et al, ‘The Social Context of School Bullying: Evidence from a Survey of Children in South Wales’ (2008) 23 Research Papers in Education 269
Peter Smith et al, ‘Cyberbullying: It’s Nature and Impact in Secondary School Pupils’ (2008) 49 Journal of Child Psychology & Psychiatry 376
Robert Slonje and Peter Smith, ‘Cyberbullying: Another Main Type of Bullying?’ (2008) 49 Scandinavian Journal of Psychology 147
Sameer Hinduja, ‘Offline Consequences of Online Victimization: School Violence and Delinquency’ (2007) 6 Journal of School Violence 89
Sheila White, ‘A Psychodynamic Perspective of Workplace Bullying: Containment, Boundaries and a Futile Search for Recognition’ (2004) 32 British Journal of Guidance & Counseling 269
Tolga Aricak at al, ‘Cyber bullying among Turkish Adolescents’ (2008) 11 CyberPsychology & Behavior 253
BOOKS
Roger Blackwell et al, Consumer Behaviour – An Asia Pacific Approach (1st ed, 2006)
Scott Ward and Thomas Robertson, Consumer Behaviour: Theoretical Sources (1st ed, 1973)