"Traditional bullying" refers to the act of intentionally hurting, intimidating, or harassing someone through physical, verbal, or relational means. It includes behaviors like physical aggression, name-calling, exclusion, or spreading rumors.
Full definition
«There are also wide differences in rates
of traditional bullying among studies comparing prevalence of online and offline behaviour.
Younger participants were rated by peers as being more involved
in traditional bullying than older participants, yet no age differences were found in involvement in cyberbullying.
The present paper (1) examined variables, which could
predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio - emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully - victims.
Previous research on
traditional bullying among adolescents has found a relatively consistent link between victimization and lower self - esteem, while finding an inconsistent relationship between offending and lower self - esteem.
Abstract: Cyberbullying is a unique phenomenon, distinguished
from traditional bullying by the speed at which information is distributed, permanence of material and availability of victims.
However, in the study, experience of only cyberbullying was found to have a very small association with well - being and life satisfaction when compared
with traditional bullying alone.
«Likewise, adolescents who perpetrate or bully online are quite likely to be perpetrators of
traditional bullying as well.»
This infographic is a follow up to a Teacher article
on traditional bullying and cyber bullying behaviours in teenagers.
Unlike traditional bullying where the day ends at 3:00 o'clock, when it comes to the cyber bully, that internet is available 24/7, will follow that victim home.
Writing in a linked Comment, Professor Dieter Wolke, University of Warwick, UK, says: «Until not that long ago, being bullied by others was often considered as a normal rite of passage... Any intervention to reduce bullying and the adverse mental health effects caused by victimisation must include efforts to
reduce traditional bullying.
With nine out of 10 of the teenagers who are bullied online also facing
regular traditional bullying, the researchers suggest that cyberbullying is an additional tactic in the bullies» arsenal, and that both forms must be tackled together to prevent bullying and improve teenagers» resilience.
Concerns have been raised that cyberbullying has the potential to cause more harm than
traditional bullying due to the relative anonymity of perpetrators in many cases, larger audiences, increasing prevalence, and permanence of posted messages.
«Any bullying prevention and intervention still needs to be primarily directed at
combatting traditional bullying while considering cyberbullying as an extension that reaches victims outside the school gate and 24/7.»
Just like
how traditional bullying exists in many different types such as verbal abuse and physical violence, there are many different types of cyberbullying.
For instance, rates of
traditional bullying perpetration have ranged from 9.68 per cent to 89.6 per cent, and there are similar discrepancies for bullying victimization: 9 per cent to 97.9 per cent»
Among a random sample of approximately 2,000 middle - schoolers, youth who
experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression.
It is also true that
traditional bullying still occurs with more frequency than cyberbullying [3], although the gap could be narrowing [9].
Abstract: A total of 407 students in a central London secondary school participated in a survey of different approaches to
managing traditional bullying and cyberbullying.
Student perceptions of individual coping strategies and school interventions
for traditional bullying and cyberbullying were measured.
The present paper (1) examined variables, which could
predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio - emotional and demographic characteristics differed between traditional, cyber and mixed b
Students reported the most helpful approach in coping
with traditional bullying and cyberbullying was the support of family members, primarily parents.
Title: A comparison of classification approaches for cyberbullying and
traditional bullying using data from six European countries.
With regard to gender, peer nomination indicated that males were more likely to be engaged
in traditional bullying and cyberbullying than females.
We aimed to estimate the prevalence of cyberbullying and
traditional bullying among adolescents in England, and assess its relative effects on mental well - being.
Abstract: In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber) bully and (cyber) victim clusters based on theoretical assumptions and arbitrary cut - off scores adapted
from traditional bullying research.
The study finds that cyberbullying is «another tool in the toolbox» for
traditional bullying, but doesn't create many unique online victims.
Cyberbullying is to do with behaviour rather than technology, but it «mirrors and magnifies»
traditional bullying (Cross at al., 2009) often with severe effects to mental, social and academic wellbeing of young people concerned.
Traditional bullying is twice as common as cyber bullying among teenagers, according to a new research analysis of 80 studies from around the world.
Bullying prevalence across contexts: a meta - analysis measuring cyber and
traditional bullying.
Modecki, and colleagues from the United States and Canada, looked at studies measuring both cyber and
traditional bullying in adolescents, with involvement as a perpetrator or victim.
In Bullying Prevalence Across Contexts: A Meta - analysis Measuring Cyber and
Traditional Bullying, the researchers say «policymakers, schools, and parents are hungry for information about where to intervene...», but getting an accurate measure of the prevalence of bullying is complex and difficult.
It hurts people in new and deeper ways than
traditional bullying and there is a relationship between the two types of bullying that is reinforcing and mutually sustaining.
Cyberbullying hurts people in new and deeper ways than
traditional bullying, and the proliferation of mobile devices and 24/7 internet connectivity exacerbates the problem.
LCA resulted in three classes for cyberbullying and four classes for
traditional bullying.
This parallels research into
traditional bullying and indicates a transfer of the traditional bully / victim category into the cyberworld.
The results show that
both traditional bullying and cyberbullying have a significant prevalence in the samples.
Ratings for cyberbullying were moderately lower than for
traditional bullying but both had similar ranked order of reported value.
The main aim of this study is to analyze the emotional impact on victims of
traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet.
The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber - and
traditional bullying and to compare LCA and the conventional approach.
Rankings of the strategies for
traditional bullying and cyberbullying were compared.
There is some overlap between involvement in cyberbullying and
traditional bullying; with children most likely to take the same role (i.e., traditional bully and cyberbully or traditional victim and cybervictim) across the two settings.