Bullying Is Not A New Phenomenon But Social Media And Commun ✓ Solved

Bullying Is Not A New Phenomenon But Social Media And Communication T

Bullying is not a new phenomenon, but social media and communication technologies have introduced a breadth and depth to which public shaming, targeted taunting, and bullying have manifested. Consider how bullying has changed and how it has remained the same in light of modern technology. Post an explanation of one moral development theory and its connection to the act of bullying, framed within the context of cyber and other bullying that persists in social media and communication technologies used by adolescents. Also explain how bullying has changed and how it has remained the same in light of modern technology.

By Day 5, respond to a colleague’s post by offering an additional development theory and explaining its connection to the act of bullying.

Paper For Above Instructions

Bullying, as a social issue, has evolved significantly with the advent of modern technologies, particularly social media platforms that amplify and alter the way bullying behaviors manifest. Traditional forms of bullying, which often occur in physical settings like schools, are now intertwined with digital platforms, leading to what is identified as cyberbullying. This evolution calls for understanding through various lenses, including moral development theories that can explain the behaviors of individuals involved in bullying, both victims and perpetrators.

Moral Development Theory: Kohlberg's Stages

One pertinent moral development theory is Lawrence Kohlberg's stages of moral development, which outlines how individuals progress through different levels of moral reasoning. Kohlberg proposed three main levels of moral development: pre-conventional, conventional, and post-conventional, each containing two stages. At the pre-conventional level, decisions are based on the direct consequences of actions; individuals perform actions to avoid punishment or gain rewards (Kohlberg, 1981). This stage is critical in understanding younger adolescents who may engage in bullying as a means to gain social acceptance or to avoid being bullied themselves, driven by self-interest rather than an understanding of right and wrong.

Application of Kohlberg's Theory to Bullying

In the context of cyberbullying, adolescents operating at the pre-conventional stage may not fully grasp the moral implications of their actions, as the anonymity provided by social media platforms can obscure the visibility of their victims' suffering. For example, a teenager who sends hurtful messages through text or social media may not fully appreciate the long-term emotional harm inflicted on their peers. Their focus on immediate gratification—such as gaining likes or validation from peers—often overshadows ethical considerations (Hinduja & Patchin, 2018).

Moving to the conventional level, where individuals begin to consider societal norms and the expectations of their peers, bullying behaviors can shift as adolescents become more aware of community standards. Those in this stage may engage in bullying to conform to group norms rather than personal conviction. For example, being part of a popular group may compel a teenager to partake in taunting another student, even if they personally disagree with such behavior. The desire for acceptance can overshadow empathy, leading to an increase in bullying behaviors that are justified by group dynamics (Smith et al., 2019).

The Consistent Elements of Bullying

Although the methods of bullying have changed significantly—with technology facilitating a more pervasive and often more damaging form of bullying—the fundamental nature of bullying remains largely the same. Central to bullying, regardless of the medium, is the power imbalance that defines the relationship between the bully and the victim. Traditional bullying involved physical or verbal attacks, while cyberbullying may rely on harassment, spreading rumors digitally, or socially isolating individuals online (Kowalski et al., 2014).

The anonymity of social media can make it easier for perpetrators to engage in bullying without immediate repercussions, enabling a lack of accountability that can embolden those who may not have bullied in face-to-face interactions (Riebel et al., 2020). The immediacy and permanence of online actions also heighten the emotional pain of victims, as damaging posts or messages can be shared widely and remain accessible indefinitely (Patchin & Hinduja, 2016).

Staying Aligned with Traditional Bullying

Clearly, some aspects remain consistent regardless of technological advances. Studies show that the motivations for bullying, such as power dynamics, jealousy, and desire for social status, are still largely consistent through various contexts (Olweus, 1993). Youth often struggle with identity and seek acceptance from peers, which can lead to bullying behaviors as a misguided means of achieving status. In both traditional and digital environments, the need for belonging can drive individuals to hurt others to feel a sense of superiority.

Conclusion

In summary, bullying has indeed transformed with the incorporation of modern technology. While the platforms and methods may differ, the underlying motivations and moral development stages suggest that the psychological and social dynamics driving individuals towards bullying remain remarkably stable. Understanding these dynamics through moral development theories like Kohlberg’s can enhance prevention and intervention efforts, ensuring that both victims and bullies receive the support they need to foster healthier social interactions moving forward. As technology continues to evolve, ongoing research into its impact on bullying behaviors will be pivotal in crafting effective responses to this pervasive issue.

References

• Hinduja, S., & Patchin, J. W. (2018). Cyberbullying: An interdisciplinary perspective. Bullying Prevention and Intervention.
• Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. Harper & Row.
• Kowalski, R. M., Giumetti, G. W., & Schroeder, A. N. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
• Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Blackwell.
• Patchin, J. W., & Hinduja, S. (2016). Bullying, Cyberbullying, and Suicide. Archives of Suicide Research, 20(3), 282-273.
• Riebel, J., Moller, I., & Schultze-Krumbholz, A. (2020). Cyberbullying and the Risk for Victims' Psychological Problems. Computers in Human Behavior, 105, 106217.
• Smith, P. K., Ma, R., & Talamelli, L. (2019). Trends in the incidence of bullying and psychological distress among school-age children. Journal of Child Psychology and Psychiatry, 60(7), 738-747.