Paper Example on Cyberbullying Myths and Realities

Introduction

The proliferation of the Internet and technology usage are the main characteristics that have characterized the post-millennial era. The increased technological usage has led to an increase in cyberbullying incidences. Currently, cyberbullying is a contentious issue in society that most adolescents experience daily or weekly. In the article, "Cyberbullying myths and realities," Russell Sabella, Justin Patchin, and Sameer Hinduja have reviewed empirical research to scrutinize the precision of commonly-perpetuated cyberbullying allegations. Sabella, Patchin, and Hinduja have used ethos, pathos, and logos effectively to portray various myths on the extent and nature of the vice that has been publicized by unsubstantiated popular declarations and the media. The trio has used statistical analysis to expose common myths and realities associated with cyberbullying. The analysis seeks to provide an insightful approach on the issue to enlighten policymakers, researchers, counselors, and educators to have a proper understanding of cyberbullying to devise effective response and prevention measures. Ethos, logos, and pathos have been used effectively to reveal the myths and realities associated with cyberbullying to facilitate the incorporation of appropriate responsive and preventive policies.

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Sabella, Patchin, and Hinduja have used logos to demystify the assumption that everyone has a comprehensive understanding of cyberbullying. The authors have used deductive reasoning to show that most people think they know cyberbullying, yet in reality, there are different definitions on it. According to Sabella, Patchin, and Hinduja (2013), researchers have different perspectives on cyberbullying that are depicted by the broad descriptions associated with the problem. Some of the researchers define cyberbullying as any online aggression while others concentrate on specific forms of harm, for instance, threats or humiliation. Similarly, other scholars classify cyberbullying as a vice perpetrated in all online venues. Most international languages lack the 'bullying' terminology, which has had a significant impact on the global incidences reported. Different conceptualizations have emerged due to the pervasive, persistent, and severe attacks that characterize cyberbullying attacks. The lack of a standard description on the issue has led to inconsistencies on appropriate measures on addressing the extent and nature of cyberspace harassment. Deductive reasoning has been used to illustrate that the varied conceptualizations have caused confusion and misinformation among children and adults who overuse the cyberbullying and bullying terms.

The article has used logos to construe the supposition that cyberbullying occurs at rampant rates. Mass media has exploited cyberbullying headlines to create the perception that the vice is being perpetrated at alarming levels. Often, the media uses one cyberbullying incident to support their allegations. Sabella et al. (2013), asserts that such reckless claims have led to cyber bullying being a more serious problem than it is actually. The allegations have made some of the learners to presume that cyberbullying is a normative behavior since most of their colleagues are bullying others or being bullied. Hence, teenagers have the perception that the vice is not a contentious societal issue. The epidemic cyberbullying allegations have created to the impression that a majority of the youths have fostered bad habits. Creating the idea that children born in the past two decades are less respectful and more violent. The bad reputation allegations are inaccurate since reliable records indicate that violence among youths in most institutions has reduced significantly in the past. Therefore, if the media labels cyberbullying as a national epidemic, it obliges youth advocates to make irrational and misinformed decisions to regulate the adolescences' behavior. Approximately, 6% to 30% of the youths have experienced cyberbullying, and based on the studies about 70% to 80% of the youths have not perpetrated or experienced cyberbullying (Sabella et al., 2013). Inductive reasoning has exposed the irrational and unjustified notions that cyberbullying is happening at prevalent levels.

The article review has not comprehensively debunked the myths and evaluated the facts linked to cyberbullying. Nevertheless, Sabella, Patchin, and Hinduja have used ethos to expose the misconceptions related to the teenagers' online harassment experience. Systematic empirical scrutiny on popular myths has revealed the questionable and unsubstantiated assertions about the consequences, causes, extent, and nature of cyberbullying. In the article analysis, Sabella, Patchin, and Hinduja have utilized scholarly references to establish the credibility of their comparison on the allegations to scientific data that has been used to distinguish fiction from facts on cyberbullying. The trio has developed a logical and straightforward pattern that organizes the myths chronologically from the most general to the most detailed assumption. The authors have exploited the Toulmin Model of Augmentation to analyze the seven myths persuasively. They have scrutinized the notions in distinctive segments that support and weigh allegations against and for cyberbullying objectively. The Toulmin Method of Augmentation has enabled readers to establish a common ground on the realities and myths associated with the vice. Therefore, the credible sources, chronological order, and Toulmin Model of Augmentation illustrate an effective application of ethos to outline the facts and fictions linked to cyberbullying.

Sabella, Patchin, and Hinduja have used emotional appeal to clarify that cyberbullying is not a rite of passage that all teenagers have to experience. The authors have used President Obama's opinion and experience on bullying to paint a moving picture that demonstrates the low self-esteem, anxiety, and depression caused by the vice. President Obama asserts that his name and big ears made him vulnerable to bullying when he was schooling (Sabella et al., 2013). Obama's bullying experience evokes an emotional sensibility on the need for the youth advocates to banish their beliefs that cyberbullying a common type of social cruelty. Even though the past generations might have viewed bullying a normal maturation phase, the idea should change. There are no valuable lessons that one can gain from enduring cyberbullying. According to Sabella et al. (2013), the myth that cyberbullying is a harmless rite passage should be dispelled. By using pathos effectively, the authors have reminded youth advocates the importance of fostering a conducive environment that assists in mitigating cyberbullying in society. Pathos has been used effectually to appeal to the youth advocates to implement applicable policies that address online harassment that teenagers often experience.

Conclusion

The post-millennial era has been characterized by increased technology and Internet usage that has led to the proliferation of cyberbullying incidences. In the article, "Cyberbullying myths and realities," Russell Sabella, Justin Patchin, and Sameer Hinduja have exploited empirical research to examine the accuracy of commonly-perpetuated cyberbullying claims. Ethos, logos, and pathos have been used effectively to reveal the myths and realities associated with cyberbullying to facilitate the incorporation of suitable responsive and preventive policies. Sabella, Patchin, and Hinduja have utilized logos to demystify the assumption that everyone has a comprehensive understanding of cyberbullying. Moreover, the trio has used logos to construe the supposition that cyberbullying occurs at excessive rates. The authors have used ethos to reveal the misconceptions connected to the teenagers' online harassment incidences. The credible sources, chronological order, and Toulmin Model of Augmentation demonstrate an effective usage of ethos to outline the facts and fictions on cyberbullying. Sabella, Patchin, and Hinduja have used pathos to clarify that cyberbullying is not a rite of passage that all adolescents should experience.

References

Sabella, R., Patchin, J., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behavior, 29(6), 2703-2711. doi: 10.1016/j.chb.2013.06.040