Cyber bullying as the newest form of destructive personal behavior

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M.P. Drahomanov National Pedagogical University

Cyber bullying as the newest form of destructive personal behavior

Mozgova Galyna Petrivna Doctor of Psychological Sciences, Professor, Head of the Department of Psychosomatics and Psychological Rehabilitation

Kyiv

Abstract

The rapid development of globalized networks gives society, and especially the young generation, many advantages in obtaining the necessary information, in processing large amounts of data, in choosing the best communication alternatives, which lets them the opportunity to be mobile, informed, flexible and fast. The article provides a theoretical analysis of the phenomenon of cyberbullying as a new type of personal behavior. The problem of cyber-violence regularly becomes the object of research involving a wide range of scientists from various fields of activity, and is also one of the biggest questions of modern science. Cyberbullying is defined as conscious destructive manifestations of behavior on the part of aggressors in the Internet space, accompanied by intimidation, humiliation, mockery, that is, psychological terror with the aim of punishing another person. The phenomenon of cyberbullying is considered to be a complex uncontrolled process that can be extended over time involving a wide range of participants. Participants in this process usually exhibit deviant behavior, the main characteristics of which are embodied in certain role flaws. We have analyzed the features of intimidation according to each of the scientific and psychological approaches. The article highlights the peculiarities of cyberbullying as a deviant form of personal behavior in the Internet space and defines the peculiarities of its origin, basic provisions, scientific views and concepts for understanding the said phenomenon. A scientific review has been carried out and determines that bullying is caused by destructive acts of behavior, which is reflected in the approaches to the reasoning of the phenomenon. The prevalence of the phenomenon of cyberbullying and its possible transformations in connection with the constant improvement of Internet resources determine the relevance of further development of the general principles of this destructive phenomenon. The well-founded knowledge in this article will make it possible to conduct reliable comparisons and systematization of empirical data, as well as to develop effective programs for combating and preventing cyberbullying.

Keywords: Internet space, cyberbullying, deviant behavior, student youth, destructive roles, mental pressure.

Анотація

Мозгова Галина Петрівна доктор психологічних наук, професор, завідувач кафедри психосоматики та психологічної реабілітації, Національний педагогічний університет імені М.П.Драгоманова, м. Київ

КІБЕРЗАЛЯКУВАННЯ ЯК НАЙНОВІТНІША ФОРМА ДЕСТРУКТИВНОЇ ОСОБИСТІСНОЇ ПОВЕДІНКИ

Швидкий розвиток глобалізованих мереж дає суспільству, а особливо молодому поколінню, багато переваг в отриманні необхідної інформації, в обробці великих масивів даних, у виборі найкращих альтернатив комунікації, що дає їм можливість бути мобільними, поінформованими, гнучкими та швидкими. У статті доведено теоретичний аналіз явища кіберзалякування як нового виду особистісної поведінки. Проблема залякування у Інтернеті регулярно стає об'єктом досліджень широкого охоплення вчених різноманітних сфер діяльності, а також є однією з найбільших питань сучасної науки. Кібербулінг розглядається як свідомі деструктивні прояви поведінки агресора в Інтернет-просторі, що супроводжуються залякуванням, приниженням, знущанням, тобто психологічним терором з метою покарання іншої людини. Феномен кіберзалякування вважається складним неконтрольованим процесом, який може бути розширеним у часі із залученням широкого кола учасників. Учасники цього процесу зазвичай демонструють девіантну поведінку, основні характеристики якої втілюються в певних рольових недоліках. Нами проаналізовано особливості залякування відповідно до кожного з науково- психологічних підходів. У статті висвітлено особливості кібербулінгу як девіантної форми поведінки особистості в Інтернет-просторі та визначення особливостей його походження, основних положень, наукових поглядів і концептів до розуміння зазначеного феномена. Здійснено науковий огляд, визначає, що залякування обумовлюється деструктивними актами поведінки, що відображено в підходах до міркування феномена. Поширеність феномена кібербулінгу та його можливі трансформації у зв'язку з постійним удосконаленням Інтернет-ресурсів визначають актуальність подальших розробок загальних засад цього деструктивного явища. Обґрунтовані знання у цій статті дозволять проводити надійні порівняння та систематизацію емпіричних даних, а також здійснювати розробку ефективних програм протидії та профілактики кіберзалякування.

Ключові слова: Інтернет-простір, кіберзалякування, девіантна поведінка, студентська молодь, деструктивні ролі, психічний тиск.

Introduction

Formulation of problem. Modern information and communication technologies have sharpened the relevance of the issue of personality development in the digital space. And, it's no secret that the constant stay on the Internet brings not only learning and development, but sometimes - trouble and annoyance. So, we want to draw attention to the so-called cyberbullying, which is defined by scientists as the harassment of an individual using digital technologies [4]. Cyberbullying can take place on social networks, instant messengers, gaming platforms and mobile phones. This is a purposeful pattern of behavior that aims to intimidate, annoy or shame the person who has become the object of digestion.

The problem of cyberbullying is increasingly becoming the subject of research by a wide range of scientists from various fields of activity. Therefore, the purpose of the article is to study the peculiarities of the occurrence, basic provisions, scientific views and approaches to understanding the phenomenon of cyberbullying.

Purpose of the article is to highlight the features of cyberbullying as a deviant form of personal behavior in the Internet space and to determine the features of its origin, basic provisions, scientific views and concepts for understanding the said phenomenon.

Analysis of the latest research and publications. For the first time, the phenomenon of “intimidation others” appeared in the school environment under the name “bullying”, which was recorded in the works of both domestic [1; 2; 5; 6; 7; 9] and foreign scientists [3; 4; 8; 10]. Bullying was defined as constantly repeated and aggressive behavior directed at students in the school environment and characterized as a manifestation of power imbalance between the aggressor and the victim [7; 9]. Other scientists and researchers considered intimidation as humiliation or psychological pressure with the purpose of deliberately causing fear in another and subjugating it to oneself [4; 7].

With the development of information technologies, the phenomenon of bullying has moved to media platforms and received the name “cyberbullying”, which is confirmed by modern research on the peculiarities of this process among student youth. Thus, scientists indicate the wide spread of cyber-aggression on the Internet and the need for a deep comprehensive study of this phenomenon [3]. Depriving young people of direct face-to-face communication slows down the clarification of relations, makes it impossible to level the problematic aspects of a stressful situation, drags on in time, expanding the circle of participants. There is an opinion that as a result of the transfer of communication to the online space, the behavior of young people changes, which indicates a lack of live communication and the inability to resolve situational conflicts [10].

Presentation of the main material of the study

The author and pioneer of psychoanalysis at the beginning of the 20th century discussed the topic of intimidation with his colleagues. Accordingly, from the point of view of psychoanalytic theory, violence was studied as a manifestation of human instincts. According to Z. Freud, behavior is determined by two drives: sexual drive and death drive. Therefore, the desire for death causes violence, and love - aggressiveness. The author also considered violence to be one of the main components of the motivation of an individual's behavior.

Representatives of neo-psychoanalysis complement the psychoanalytic view by describing a person with aggressive and sadistic tendencies, where aggression and violence constantly arise and manifest themselves in response to the actions of others. Instead, E. Fromm proposed a theory of human destructiveness, where he considered two completely different types of violence: "benign" and "malignant". Thus, psychoanalytic and neopsychological approaches are similar and reflect the understanding of the determinants of bullying in the context of instincts, tendencies and defense mechanisms, where violence and victimization were considered as a type of aggressive behavior. cyberbullying internet personal

Within the framework of the humanistic trend in psychology, the authors propose to supplement the idea of psychological protection of the psyche due to the manifestation of aggression in the views of the psychoanalytic school. However, K. Rogers and F. Perls propose to consider the individual primarily as constructive, and the violence committed by him as forced actions in response to limiting his freedom, choice, etc.

Representatives of cognitive psychology believed that the main difference between healthy and harmful forms of aggression is the presence of a neurotic set of feelings and behavioral reactions that arise as a result of dogmatic, unrealistic, irrational thinking. That is, a healthy form of aggression implies a tendency to motivate a person to achieve the goals of life preservation, a feeling of happiness, successful social and psychological adaptation in a group, establishing close relationships with others, while an unhealthy form blocks the achievement of a number of basic human ideas.

The research of K. Lorenz and his theory of aggression had a significant impact on the understanding of the causes and conditions for the detection of violence. Human aggression is determined by biological factors, that is, it originates from the innate instinct to fight for survival, continuously accumulating aggressive energy.

Frustration theory within the orthodox approach arose as an opposition to the concept of drives, where aggressive behavior is perceived as a situational rather than an evolutionary process. Experiencing frustration causes a desire to implement aggressive actions against the source of frustration, and this, in turn, acts as a catalyst for the manifestation of aggressive behavior.

On the other hand, A. Bandura calls his approach socio-behavioral and contrasts it with previous theories of social learning. The subject must have an aggressive example for learning and imitation, as well as certain social conditions that promote similar behavior and whose change leads to the prevention or weakening of aggression. This means that bullying originates in the process of socialization.

Accordingly, the results of the analysis of previously existing psychological theories of deviant behavior, the data of his own research and their phenomenological understanding allowed I. Furmanov to determine the etiology of aggression and behavioral disorders from the new theoretical positions of the affective-dynamic approach. A distinctive feature of the developed model was the study of aggression and deviant behavior as a reaction to a crisis situation arising as a result of deprivation or frustration of actual needs.

Classical sociological authors, within the framework of the theory of anomie, believed that violence arises as a result of social fractures, when there are no clear norms of behavior and a system of mutual expectations, and a significant difference between needs and limited goods for their satisfaction is formed.

Continuing the study of the works of post-nonclassical sociology, we will consider the theory of individuation as a socio-historical category and author contribution to the development of a unifying approach [3]. The problem of violence is considered in several forms: the legitimization of violence by the state, the power of advertising and shopping, competition and the destruction of constructive interactions, the threat of personal identity, which give rise to feelings of protest and disintegration. According to the latter, in the process of identification, a teenager experiences situation of exclusion from social and institutional relationships, which contributes to increased insecurity and the emergence of difficulties in the development of one's own identity, which affects behavior from helpful to destructive-aggressive.

The analysis of scientific literature on the problem of intimidation made it possible to highlight different approaches to understanding the phenomenon, which is displayed and analyzed in Table 1.

Table 1 Analysis of psychological approaches to bullying

Therefore, cyberbullying can be considered as a type of bullying in cyberspace, that is, as a new form of destructive personal interaction. Further analysis of the sources requires the determination of the psychological content and structure of cyberbullying among student youth. This will make it possible to conduct reliable comparisons and systematization of empirical data, as well as on this basis to develop effective programs for combating and preventing cyberbullying, which will be covered in future publications.

References

1. Hordiienko, K. (2021). Obgruntuvannia poshyrenosti proiaviv kiberbulinhu sered studentskoi molodi [Prevalence substantiation of cyberbulling manifestation among student youth]. Naukovyi chasopys NPU imeni M. P. Drahomanova Naukovyi chasopys NPU imeni M.P. Drahomanova: Seriia 12. Psykholohichni nauky - Scientific journal of National Pedagogical Dragomanov University: Series 12. Psychological sciences, 15 (60), 25-34. Retrieved from https://sj.npu.edu.ua/index.php/pn/article/view/1117/917 [in Ukrainian].

2. Mozgova, G. P. & Pomytkina, L. V. (2021). Kiberbulinh yak deviantna forma povedinky osobystosti v internet-prostori [Cyberbullying as a deviant form of personality's behavior in the internet space]. Perspektyvy ta innovatsii nauky (Seriia «Pedahohika», Seriia «Psykholohiia», Seriia «Medytsyna») - Prospects and innovations of science" (Series "Pedagogy", Series "Psychology", Series Medicine"), 3(3). Retrieved from https://doi.org/10.52058/2786-4952 -2021-3(3)-269-278 [in Ukrainian].

3. Bauman, S. (2015). Types of Cyberbullying. Cyberbullying: What Counselors Need to Know, 53-58. Retrieved from https://doi.org/10.1002/9781119221685.ch4

4. Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant behavior, 29(2), 129-156. Retrieved from https://doi.org/10.1080/01639620701457816

5. Pomytkina, L., Gudmanian, A., Kovtun, O., & Yahodzinskyi, S. (2020). Personal choice: strategic life decision-making and conscience. E3S Web of Conferences, 164, 10021. Retrieved from https://doi .org/ 10.1051/e3sconf/202016410021

6. Pomytkina, L., Moskalyova, L., Podkopaieva, Y., Gurov, S., Podplota, S., & Zlahodukh, V. (2019). Empirical studies of socio-psychological conditions of formation of ideas about the spiritual ideal in primary school children, International Journal of Children's Spirituality, 24:4, 371-388. Retrieved from https://doi.org/10.1080/1364436X.2019.1672626

7. Pomytkina, L., Podkopaieva Yu., & Hordiienko, K. (2021). Peculiarities of Manifestation of Student Youth' Roles and Positions in the Cyberbullying Process. International Journal of Modern Education and Computer Science, 13, 6, 1-10. Retrieved from https://www.mecs- press.org/ij mecs/ijmecs-v13 -n6/IJMEC S-V13-N6-1.pdf

8. Wang, J., Iannotti, R. J., &Luk, J. W. (2012). Patterns of adolescent bullying behaviors: Physical, verbal, exclusion, rumor, and cyber. Journal of school psychology, 50(4), 521-534. doi: 10.1016/j.jsp.2012.03.004

9. Yakovytska, L.S., Pomytkina, L.V., Synyshyna, V.M., Ichanska, O.M., Hordiienko, K.O. (2022). Computer addiction as a new way of personal self-realization of student youth. Journal of Physics: Conference Series, XIV International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd), 18-20 May 2022. Kryvyi Rih, Ukraine. 2288 012040. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/2288/1/012040/meta

10. Zych, I., Ortega-Ruiz, R., &Marin-Lopez, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies. Psicologia Educativa, 22(1), 5-18. doi: 10.1016/j.pse.2016.03.002.

Література

1. Гордієнко К.О. Обґрунтування поширеності проявів кібербулінгу серед студентської молоді / К.О. Гордієнко // Науковий часопис НПУ імені М. П. Драгоманова. Серія 12. Психологічні науки. - 2021. - 15 (60). - С. 25-34. Режим доступу: https://doi.org/10.31392/NPU-nc.series12.2021.15(60).03

2. Мозгова Г.П., Помиткіна Л.В. Кібербулінг як девіантна форма поведінки особистості в інтернет-просторі / Г.П. Мозгова, Л.В. Помиткіна // Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»). - 2021. - № 3(3). - С. 269-278. Режим доступу: https://doi.org/10.52058/2786-4952 -2021-3(3)-269-278

3. Bauman, S. (2015). Types of Cyberbullying. Cyberbullying: What Counselors Need to Know, 53-58. Retrieved from https://doi.org/10.1002/9781119221685.ch4

4. Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant behavior, 29(2), 129-156. Retrieved from https://doi.org/10.1080/01639620701457816

5. Pomytkina, L., Gudmanian, A., Kovtun, O., & Yahodzinskyi, S. (2020). Personal choice: strategic life decision-making and conscience. E3S Web of Conferences, 164, 10021. Retrieved from https://doi.org/ 10.1051/e3sconf/202016410021

6. Pomytkina, L., Moskalyova, L., Podkopaieva, Y., Gurov, S., Podplota, S., & Zlahodukh, V. (2019). Empirical studies of socio-psychological conditions of formation of ideas about the spiritual ideal in primary school children, International Journal of Children's Spirituality, 24:4, 371-388. Retrieved from https://doi.org/10.1080/1364436X.2019.1672626

7. Pomytkina, L., Podkopaieva Yu., & Hordiienko, K. (2021). Peculiarities of Manifestation of Student Youth' Roles and Positions in the Cyberbullying Process. International Journal of Modern Education and Computer Science, 13, 6, 1-10. doi: 10.5815/ijmecs.2021.06.

8. Wang, J., Iannotti, R. J., &Luk, J. W. (2012). Patterns of adolescent bullying behaviors: Physical, verbal, exclusion, rumor, and cyber. Journal of school psychology, 50(4), 521-534. doi: 10.1016/j.jsp.2012.03.004

9. Yakovytska, L.S., Pomytkina, L.V., Synyshyna, V.M., Ichanska, O.M., Hordiienko, K.O. (2022). Computer addiction as a new way of personal self-realization of student youth. Journal of Physics: Conference Series, XIV International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd), 18-20 May 2022. Kryvyi Rih, Ukraine. 2288 012040. doi:10.1088/1742-6596/2288/1/012040

10. Zych, I., Ortega-Ruiz, R., & Marin-Lopez, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies. Psicologia Educativa, 22(1), 5-18. doi: 10.1016/j.pse.2016.03.002.

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