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SOCIAL REPORT pawnii.docx

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40% Overall Similarity

The combined total of all matches, including overlapping sources, for each database.
4% Internet database 1% Publications database
Crossref database Crossref Posted Content database
40% Submitted Works database

Excluded from Similarity Report

Bibliographic material Quoted material
Cited material Small Matches (Less then 8 words)
Manually excluded sources Manually excluded text blocks

Summary
 INTRODUCTION

We are constantly expanding our web presence. Whether we buy food in a store or

clothes online, every transaction leaves a digital trail that cybercriminals are always

trying to exploit. Globally, there are now more cybercrimes due to increased internet

usage. According to a National Crime Records Bureau of India report, from 2018 to

2020, there was an 84% increase in cybercrimes in India. Cybercrime impacts both small

businesses and huge organization.

Bullying no longer only occurs on school and college campuses, in playgrounds, or in

public spaces like parks. Cyberbullying is a phenomenon that has emerged alongside the

digital revolution and follows us everywhere. Cyberbullying can affect both adults and

children. It can be spread by email, text messages, videos, photos, and social media at any

time and anywhere. Even the security of our own house cannot shield us from online

bullying.

Cyberbullying may be performed by strangers, internet acquaintances, or peers.

According to the 2016 Norton Cybersecurity Insights Report, 48% of parents globally

believe that online bullying is more likely than offline bullying.

WHAT IS CYBERBULLYING?
In the literature, cyberbullying is generally defined as "an aggressive, intentional act

carried out by a group or individual using electronic forms of contact repeatedly and over

time against a victim who cannot easily defend himself or herself." (Hinduja and Patchin,

2009) Cyberbullying is the intentional and repeated harm that others impose via a digital

device. Despite the fact that cyberbullying is viewed as a significant health issue and a

social issue that is only getting worse (Dehue, Bolman, & Völlink, 2008; O'Reilley et al.,

2021),

Harassment, denigration, impersonation, flame, outing and trickery, exclusion, and

cyberstalking are some of the different ways that cyberbullying manifests (Willard,

2007). It should be noted that cyberbullying occurs on a variety of platforms, including

SMS or applications, photo messaging, videos, and online games, in addition to a larger

selection of social media sites (Ofcom, 2017). The examples comprise of:

 Disseminating false information or publishing embarrassing images or videos of

someone via the internet

 Using messaging services to send cruel, threatening, or abusive messages,

images, or videos

 Using a false identity to send inappropriate messages to others on that person's

behalf.

CAUSES OF CYBERBULLYING

1. Simple access: Because of the complexity of technology, it is difficult to secure a

computer system against unauthorised access. There are many different ways for a
 breach to happen. Access codes, retinal pictures, sophisticated voice recorders,

and other tools that may easily trick biometric systems and get beyond firewalls

are among the security methods that hackers can get around.

2. Negligence: It is simple to attack computers since most users dislike using secure

passwords.

EFFECTS OF CYBERBULLYING

A youngster may experience physical and mental harm as a result of bullying of any kind.

Children who are targets may face a variety of difficulties, including anxiety, fear,

sadness, low self-esteem, behavioural problems, and scholastic difficulties.

However, cyberbullying might be very harmful.

There could be a number of causes for this. Cyberbullying, for instance, can happen at

any time, day or night, and is typically carried out by anonymous sources, in contrast to

traditional bullying, which is frequently restricted to schools and recognised bullies. As a

result, it becomes more unrelenting and frequently more vicious. The intensity of the

results of assault may also depend on the sort of exploitation. For instance, a study

discovered that online images and posts caused more harm than harassment through texts

or phone calls. While cyberbullying can occur in an open digital environment, such as a

social media post, it can also occur in the form of private messaging, leaving some

children to manage this secret and its impact on them on their own.

Knowing all of the consequences of cyberbullying can not only help you assist a child

you know is being assaulted, but it can also make you more alert to indicators of danger

that can warrant conversation and worry.

There are many types of effects of cyberbullying which are as follows:

 Emotional Effects

 Mental Effects

 Behavioral Effects

 Physical Effects

EMOTIONAL EFFECTS

Cyberbullying is a huge stressor in a young person's life, which is not surprising.

According to a study, 32% of children who are the targets of cyberbullying say they have

experienced at least one stress symptom. In addition to being upset, people could also feel

injured, humiliated, or even fear for their safety. They might even attribute the

cyberbullying to themselves.

Humiliation:

Online bullying seems everlasting since it takes place in cyberspace. Children are aware

that once something exists, it exists permanently. They might experience

overwhelmment, humiliation, and exposure.When cyberbullying takes place, the

offensive posts, messages, or texts can be distributed widely. The sheer number of people

who are aware of the bullying can cause extremely strong feelings of humiliation.

Isolation:

Children who are victims of cyberbullying may experience exclusion and bullying at

school. Thus, individuals frequently experience loneliness and isolation. Because friends
are so important at this age, going through this experience can be especially unpleasant.

Bullying can increase when children lack friends.

Parents may advise turning off the computer or the phone when there is cyberbullying.

However, many youngsters view employing these gadgets as their primary method of

social interaction. They may feel more alone if you turn them off frequently because

doing so means severing their link to the outside world.

Anger:

Many cyberbullying victims will become upset about what is happening to them. In fact,

research shows that the most typical reaction to cyberbullying is rage.

Some abused children may even plan their vengeance and act in reprisal. This strategy is

risky not only because of the problems they can get into but also because it might keep

them stuck in the bully-victim cycle.

Powerlessness:

It might be challenging for cyberbullying victims to feel secure. They could experience

weakness and helplessness. These emotions frequently come to the surface because

online bullying might enter their home at any time of day via a computer or a mobile

device. They are no longer able to flee to a safe haven.

This knowledge may also increase feelings of fear because bullies can remain nameless.

Even though some cyberbullies pick people they know and have no issue identifying
themselves, sometimes the youngsters who are targeted may not know who is causing

them distress.

MENTAL EFFECTS

Victims of persistent cyberbullying could view the world in a different way than other

people. For many people, life can seem pointless and without purpose.

They might stop taking an interest in activities they once found enjoyable and spend less

time connecting with friends and family. Additionally, despair and suicidal thoughts may

appear on occasion.

Depressive disorders and anxiety:

Cyberbullying victims may develop anxiety, sadness, and other stress-related illnesses.

Their sentiments of happiness and joy can be stolen by the additional stress of dealing

with cyberbullying on a regular basis. Additionally, it could make you feel more anxious

and alone.

The idea that rising levels of cyberbullying cause rising levels of depression has been

constantly substantiated by research. In fact, according to one study, 93% of people who

experienced cyberbullying said they felt depressed, helpless, and hopeless.

Low confidence:

Cyberbullying frequently focuses on the areas where victims already feel most exposed.

For instance, a youngster who harbours insecurities about a birthmark can experience

bullying because of it. Online bullying can affect one's self-esteem even if that is not the
case. Bullying victims may start to experience profound unhappiness with who they are.

As a result, people could start to question their value and worth.

Cyberbullying may result in psychological maladjustment, decreased well-being, and

eventually low self-esteem, according to researchers, because young people have a strong

psychological urge to belong to and be accepted by a peer group.

Academic Concerns:

Children who experience cyberbullying may become disinterested in learning. They

frequently have substantially higher absence rates than youngsters who aren't tormented

as a result. They might skip class to avoid having to deal with the youngsters who are

cyberbullying them or because the messages circulated online have made them feel

ashamed and degraded. Their ability to focus or study may diminish, which could also

affect their grades. Additionally, children can lose interest in continuing their education

after high school or decide to drop out.

Thoughts of suicide and self-harm:

Targets of cyberbullying occasionally hurt themselves as a way of coping with their

strong emotions. For instance, some people may slash or burn themselves as a form of

self-harm. Bullying and self-harm are, in fact, frequently related, according to a study.

The risk of suicide is also increased by cyberbullying. Kids who are bullied by their peers

via text messages, instant conversations, social media, or applications frequently start to

believe that there is no hope and that the only way to get rid of the agony is to commit

suicide.

As a result, individuals could have fantasies about passing away.

BEHAVIORAL EFFECTS

Children who are bullied online can exhibit the same behavioral alterations as children

who are bullied in more conventional ways. They might lose interest in hobbies or

behave secretively, for instance.

Kids occasionally even display more severe behavioral changes in extreme situations or

when cyberbullying is prolonged. These may consist of:

Addiction to drugs or alcohol:

Children who experience online bullying are more likely to abuse drugs or alcohol. In

fact, research indicated that victims of cyberbullying were 2.5 times more likely than

their peers to use marijuana or binge drink.

School absences:

When children experience cyberbullying, the prospect of attending class may be too

much for them to bear. As a result, it's not unusual for kids to skip class or act in a way

that gets them suspended. Cyberbullied individuals reported two or more suspensions or

detentions in the year prior, according to one survey.

Bringing a weapon to school:

It's even more troubling that children who have experienced cyberbullying are more

likely to do so. In fact, compared to their peers, those who had been the victims of

cyberbullying were eight times more likely to have taken a weapon to school in the

previous 30 days.

PHYSICAL EFFECTS
Being the subject of cyberbullying may be devastating, especially if many children are

taking part in it.

Feelings of exhaustion and stress can appear physically in conditions like:

Stomach Problems:

Abdominal pain, an upset stomach, and stomach ulcers are just a few of the conditions

that the stress of bullying can either induce or make worse. Children may also experience

frequent diarrhoea, vomiting, and nausea.

Disruptions in sleep:

A person's sleep patterns may be affected by experiencing cyberbullying. They could

have nightmares, excessive sleeping, or insomnia as their sleep problems.

Disordered eating:

Children who encounter cyberbullying may alter their eating patterns by missing meals or

engaging in binge eating. They look at their eating habits as something they can control

since they feel like their lives are out of control. These initiatives could develop into a

severe eating disorder, especially if the bullying affected the victim's perception of her

body.
WHAT MAKES CYBERBULLYING DIFFERENT FROM BULLYING?

Although there is some evidence to suggest that bullying and cyberbullying are not

entirely distinct phenomena, there are some characteristics that distinguish online

bullying from offline bullying, such as the potential for cyberbullying to reach a larger

audience and the possibility for cyberbullies to be "anonymous" and physically "distant"

from their victims, making perpetrators less aware of the potential harm inflicted on

victims. Bullying has been classified as behaviour that is intentional, repetitive, and

involves an imbalance of power. However, factors like repetition or a power imbalance

between the bully and the victim may be less important in online situations and less

accurate for assessing the prevalence of cyberbullying.

HOW WIDESPREAD IS ONLINE BULLYING?

Although cyberbullying is a worrying issue, its true prevalence is difficult to estimate.

For instance, when Kowalski, Giumetti, et al. (2014) reviewed 131 research articles on

cyberbullying, they discovered that estimations of the prevalence of cyberbullying varied

widely and tended to range from prevalence figures of 10–40% depending on how the

term was defined and the age of the victims. There are significant variances both within

and between countries, according to other studies. For instance, research conducted in the

United States indicates that victimisation rates ranged from 20.8 to 40.6% (Hinduja and

Patchin, 2010a), while a more recent study indicates that they may reach 59% of

teenagers (Anderson, 2018).

According to research conducted in the UK (NHS Digital, 2018), 21.2% of children aged

11 to 19 had experienced cyberbullying. Cyberbullying was shown to have increased in

Europe from 8–12% between 2010 and 2014, with females appearing to be more

impacted than boys as their rates had increased to 15% (Livingstone et al., 2014). We can

see that it is challenging to estimate cyberbullying numbers, and depending on how the

word is used, quantified, or perceived by young people (CYP), some studies show data

that are significantly lower than others (O'Reilley et al., 2021).

CHALLENGES TO TACKLE CYBERBULLYING

 Aggressive behavior of all kinds is now commonly acceptable and even normalised,

particularly on online platforms like social networking and video games.

 Many young people (CYP) simply believe that this is a type of behavior that they will

probably come across at some point in their lives (O'Reilley et al., 2021).

 Although parents, teachers, and professionals that work with CYP are concerned

about cyberbullying, this behavior is typically disguised from parents and other adults

since it takes place online (George & Odgers, 2015).

 The cyberbully typically lacks the physical and social indicators required to elicit

empathy because they are not present to see and personally experience the victim's

emotions (Anti-Bullying Alliance, 2019).

 Bullying that takes place in person is more likely to result in a physical separation

between the aggressor and the victim than bullying that takes place online (Mesch,

2009).
 If bullies have the chance to "hide behind a screen" (whether anonymous or not), they

may behave more violently online than they would in person.

 It could be difficult for others to intervene and put a stop to cyberbullying because it

is not always obvious behavior. Consequently, the offender could be able to escape

accountability for their actions.

DO ALL CHILDREN AND YOUNG PEOPLE (CYP) WHO EXPERIENCE

CYBERBULLYING ARE EQUAL?

According to data, some CYP groups are more likely than others to experience

cyberbullying. For instance, those with impairments, people with mental health disorders,

and people from lower socioeconomic groups According to research, bullying and

cyberbullying are prevalent among young individuals who have behavioural and

emotional mental health issues.

Cyberbullying can have a personal impact, depending on a number of variables. These

include personal traits (e.g., the characteristics of bullies and victims, the victim's ability

to cope with the incident), contextual elements (e.g., the type of cyber aggression, the

media used to cause harm) (Slonje & Smith, 2008; Smith et al., 2008), as well as the

(social) support available for victims (e.g., at home, school, through their peers, or

through trusted people in their environment). This means that depending on the resources

and assistance available to them as well as the (personal) techniques used to combat this

sort of violence (e.g., more or less effective coping mechanisms), cyberbullying can

affect different children in different ways.

 LITERATURE REVIEW

A comprehensive literature search was conducted to study the proper impact of

cyberbullying that is happening in the environment being with children or adults. This

review investigates the cyberbullying, its main causes, impacts, needs. An audit of

writing is an association of prior investigations that means to survey the significant

focuses for momentum exploration and philosophy in a particular region. An organized

writing audit is portrayed by an orderly course of action of examination studies with

references with predictable, suitable referring to style, legitimate utilization of terms, and

precise furthermore, complete data of the past exploration on the point. A reasonable and

nitty gritty writing overview is done to recognize the hole in research and the

researchable issue for the review.

According to Shariff (2008)

Defining an act of cyberbullying precisely is not always straightforward. The definition

of cyberbullying typically depends on the perspective of the person giving it. According

to him, "when we define a behaviour, it is important to remember it as an action that

takes place in a particular context, at a particular time, with various influences operating

on the individuals who take the action". This is especially relevant to the problem of

cyberbullying. Members must be aware of the issues surrounding cyberbullying and

address them without alienating the young people we are attempting to reach in order for

school systems to design and effectively enforce any cyberbullying policies.

Agatston, Kowalski and Limber (2007)

One of the qualitative studies conducted by Agatston, Kowalski, and Limber (2007)

involved 150 students who took part in focus groups from two middle schools and two

high schools. The groups were split up according to age ranges and gender ages 12 to 17

were. According to them, more female students than male students said that

cyberbullying was an issue at their school. The students added that, with the exception of

cyberbullying via text messages, most cyberbullying took place outside of the classroom.

These students claimed that because they are concerned about losing access to their

technological privileges, they are less inclined to report this kind of bullying.

Mishna, Saini, and Solomon (2009)

Mishna, Saini, and Solomon (2009) conducted a second qualitative investigation that also

included focus groups. The questions and findings from the focus groups were included

in greater depth in this study. 38 students participated in this study.Seven groups, which

were separated. The groups, in contrast to the first study, included both males and

females, and they were in grades 5-8. The kids were questioned on a variety of topics

about cyberbullying, including its frequency, forms, perpetrators, targets, and whether or

not victims report it to anybody. To preserve their privacy, the students were not

questioned about their own experiences. To delve deeper into some of the participants'

comments, the researchers would re-listen to the audio files after each group and prepare

questions for the following one.

Beran and Li

They were interested in the types of electronic media that are used for cyberbullying, how

frequently it happens, and how adolescents respond to it. In grades 7-9, there were 432

pupils who took part in this research. It took about 15 minutes to complete the 15

questions for this study, some of which were open-ended and others of which used a

Likert scale.

Email and instant messaging were the most common electronic media used by students to

abuse others online, according to Beran and Li. Only one-third of the students responded

that they had never heard of cyberbullying. According to Beran and Li's study, 35% of

the students who participated in the survey had already encountered cyberbullying once

or twice, and a quarter had done so at least a few times.

57% of the kids who had experienced cyberbullying reported feeling furious on multiple

occasions, while 36% reported feeling sad and upset. Furthermore, 64% of the children

who suffered from cyberbullying said they had also experienced other forms of bullying.

There have been other studies looking for options about cyberbullying besides Beran and

Li's (2005).

Wolak, Mitchell, and Finklhor

A telephone survey was created by Wolak, Mitchell, and Finklhor in 2007. 1500 young

people aged 10 to 17 were able to be interviewed for this study. The study was conducted

after initially getting in touch with the family and verbally obtaining both parental and

student consent. The student was then given the opportunity to choose the time of their
interview so that they could speak candidly and privately. The phone interviews took

about 30 minutes to complete.

Two questions were posed to all of the students: "In the past year, have you ever felt

threatened or anxious as a result of someone bothering or harassing you online?" "In the

past year, has anyone ever threatened you online or made fun of you by publishing

anything? “Sending you messages that other people can read?" In addition to those two

inquiries, the youngsters were questioned about their carers and given the opportunity to

answer a few inquiries from the Juvenile Victimisation Questionnaire.

According to Wolak et al., 9% of students have experienced online harassment in the last

12 months. 43% of these students who had experienced harassment came from peers they

knew, while 57% came from strangers.

Wang, Iannotti, and Nansel

In 2009, Wang, Iannotti, and Nansel conducted a study to find out more about bullying

and cyberbullying. Wang et al. concentrated their investigation on two issues. They were

interested in learning how factors like SES, age, race, and gender affected bullying

behaviour. They want to investigate the adolescents' friendships and interactions with

their parents.7,508 children in grades 6 through 10 participated in this study by

completing self-report questionnaires. The questionnaires asked about sociodemographic

factors, bully/victim traits, parental involvement, and the number of friends. When

questioned about bullying or being bullied, the most recent two months were mentioned.

Shakir et al.
This study's goal was to assess the prevalence of cyberbullying on social media.

media and sociodemographic data were qualities. According to the poll, 40.6% of

respondents said they had been the victim of cyberbullying, and 56.4% said they knew

someone who had. Additionally, it was discovered that anxiety levels were higher among

cyberbully victims compared to non-victims (44.5% vs. 17.1%). The study discovered

that ethnicity and gender did not seem to be associated with cyberbullying victims being

younger, at 14 or 15 years old.

Walters & Espelage (2020)

According to this study, there is no link between cyberbullying and direct bullying;

however, there is a correlation between direct bullying victimisation and cyberbullying.

There is a difference between cyberbullying and direct bullying. Cyberbullying affects

the minds deeply as it will totally change the behavior of teenagers and adults. This is one

of the latest articles stated by Walters and Espelage.

OBJECTIVES OF THE STUDY

 To continue educating and collaborating with school staff so they can effectively

stop, 18rganized, and handle cyberbullying occurrences, even when they don’t

take place at school.

 To study the incidences like CYP must be taught to reveal them, but they must

also believe that doing so would be beneficial. Therefore, addressing

cyberbullying and assisting kids in developing resilience can be positively

impacted by educating adults and giving them helpful, practical materials and

techniques so they can create a supportive relationship of trust with CYP.

 To teach kids how to manage their feelings and to become self-regulatory

empaths.

 To encourage peer-to-peer ways to spread awareness and create a supportive

learning atmosphere.

SIGNIFICANCE OF THE STUDY

Cyberbullying is an emerging problem. Its digital nature enables a permanent record of

damaging material that may have an impact on pupils’ present and future emotional and

psychological states. This can have a serious negative effect on pupils’ academic

performance, which may be reflected in their lack of dedication to school, troublesome

behavior, and substance misuse. Studies on bullying have shown that school communities

play a significant role in the problems associated with bullying. Teachers, who are
frequently at the forefront of handling student conduct, play a vital role in preventing

bullying within school communities. In fact, it has been discovered that teacher

commitment and awareness can cut bullying by 50%.

According to prior research on bullying, as teachers’ perceptions and beliefs influence

their behaviors, knowing such perspectives is a crucial first step in assisting teachers in

developing a solid understanding of bullying as well as the essential management skills.

Because cyberbullying and traditional bullying are closely related, educators’ attitudes

and actions may have a big impact on the fight against cyberbullying. Teachers may be

very helpful in tackling the issue of cyberbullying because it happens both within and

outside of schools. In addition, teachers need to be ready to cope with this problem

because the negative consequences for cyber victims might affect their learning directly

or indirectly. Therefore, before we can address the issue of cyberbullying intervention, it

is crucial that we have a clear grasp of teachers’ perspectives and attitudes towards it.
ANTI – CYBERBULLYING LAWS IN INDIA

In spite of the fact that India lacks particular legislation to address cyberbullying, the

Information Technology Act’s Section 66A does address the issue. This Act specifies the

penalties for using digital and information communication technologies to deliver

obnoxious, abusive, or insulting communications. Other laws that can be used to combat

cyberbullying are listed below:

 Publishing or sending sexual content: Section 67

 Electronic publication or transmission of sexually explicit material: Section 67A

 Word, gesture, or action intended to offend a woman’s modesty: Section 509;

sending libellous emails: Section 499 IPC

 Printing, selling, or advertising obscene, defamatory, or slanderous material or

anything meant to be used as leverage: Section 292A

 Contacting or attempting to contact a woman while stalking: Section 354D

Making sexually suggestive comments is considered sexual harassment: Section

354A of the Criminal Code.

 Privacy Invasion: Section 66E

 Criminal intimidation through anonymous communication: Section 507

INCIDENTS OF CYBERBULLYING IN INDIA

Ritika Sharma’s Case

Rittika Sharma, a student at a reputable Delhi school, was harassed by a Facebook

acquaintance she unfriended months prior and to whom she divulged all of her personal

information, including her home address, her school’s address, and even her mobile

phone number. She informed her brother about it, and he then complained about it. All of

the pupils were instructed not to transmit their personal information to strangers at an

awareness programme that Delhi police organized following this occurrence.

Ritu Kohli’s Case

It is important to bring up Ritu Kohli’s situation while talking about cyberbullying and

stalking. The first cyberstalking case to be reported in India was Ritu Kohli’s. Ritu Kohli,

a young woman, complained in 2001 that someone was impersonating her identity on

social media and that she was purposefully receiving calls from several numbers,

including calls from abroad. Additionally, a case was brought under Section 509 of the

Indian Penal Code.

Some other incidents of Cyberbullying that has happened in India:

 In Kerala, a student who sold fish to pay for her family’s food and tuition was

subjected to severe trolling.

 A Delhi schoolgirl who had just recently become her online friend was stalked

and asked out on a date.

 After sharing a poem about the taboos around menstruation, a law student from

Kerala experienced harassment.

RESEARCH METHODOLOGY

MEANING OF RESEARCH

Research in common parlance refers to a search for knowledge. One can also define

research as a scientific and systematic search for pertinent information on a specific

topic.

“The manipulation of things, concepts or symbols for the purpose of generalizing to

extend correct or verify knowledge, whether that knowledge aids in construction of

theory or in the practice of an art.”

-D.Slesinger and M Stepheson

TYPES OF RESEARCH

1. Descripitive Vs Analytical

Descriptive research includes surveys and fact finding enquiries of different

kinds. The major purpose of descriptive research is description of the state of

affairs as it exists at present.

In Analytical research, the researcher has to use facts or information already

available and analyze these to make a critical evaluation of the material.

2. Applied Vs fundamental
 Applied research aims at finding a solution for an immediate problem facing a

society or an industrial/business organization.

Research aimed at certain conclusions facing a concrete or business problem is an

example of applied research.

Fundamental Research is mainly concerned with generalization and with the

formulation of a theory. Gathering knowledge for knowledge is sake is termed

fundamental research. Research concerning some natural phenomenon or relating

to pure mathematics are examples of fundamental research.

3. Quantitative Vs Qualitative

Qualitative research is based on the qualitative measurement of some

characteristics. It is applicable to phenomena that can be expressed in terms of

quantities.

Qualitative Research is concerned with qualitative phenomenon i.e., phenomena

relating to or involving quality or kind. Qualitative Research is specially

important in the behavioral sciences where the aim is to discover the underlying

motives of human behavior.

 4. Conceptual Vs Empirical

Conceptual research is that related to some abstract ideas or theory. It is generally

used by philosophers and thinkers to develop new concepts or to reinterpret

existing ones.

Empirical research relies on experience or observation alone, often without due

regards for system and theory. It is data-based research coming up with

conclusions which are capable of being verified.

Hypothesis of the study

A hypothesis consists either of a suggested explanation for an observable phenomenon or

of a reasoned proposal predicting a possible casual correlation among multiple

phenomenon. The term drives from the Greek, hyposthenia meaning, “to put under” or

“to suppose”. The scientific method requires that one can test a scientific hypothesis.

Scientists generally base such hypothesis on previous observations or on extensions of

scientific theories. Even though the words “hypothesis” and “theory” are often used

synonymously in common and informal usage, a scientific hypothesis is not the same as a

scientific theory.

Hypothesis is of two types:

 Null hypothesis: A null hypothesis is a hypothesis the might be falsified on the

basis of observed data. The null hypothesis typically proposes a general or default

position such as that there is no difference between a treatment and the control.

Alternate hypothesis: Alternate hypothesis is the hypothesis that the

restrictions or se of restrictions to be tested does NOT hold. It is simply the

inverse of the null hypothesis.

Population

All citizens of India are considered as population in the survey.

Sampling Unit

Social media users such as students, teenagers etc. are taken as sampling unit.

Sample Size

It gives the target population that will be sampled.

Sampling Procedure

The type of sampling is non-probability sampling. Samples for the survey based on

convenience sampling.

Data collection

To evaluate the objectives of the study primary as well as secondary data is used.

Primary Data
It is the first and data, which are selected a fresh and thus happen to be original in

character. Primary data was crucial to know various about cars and to calculate the

market share of this brand in regards to another brand.

Secondary Data

These are those which has been collected by someone else and which already have been

passed through statistical process. Secondary data has been taken from interest ,

newspaper, magazines and companies websites.

Statistical tools to be used

After the data has been collected, it was tabulated and findings of the projects were

presented followed by analysis and interpretation to reach certain conclusions.

Data analysis has two prominent methods

1. Qualitative research

2. Quantitative research

Each method has their own techniques. Qualitative research revolves around describing

characteristics. It does not use numbers. Quantitative research is the opposite of

qualitative research because its prime focus is numbers. Quantitative research is all about

quantity.

The project report conducted by me is contains quantitative research.

The tool used to analyze data is bar diagrams and pie charts.
 DATA ANALYSIS

Data analysis is the process of assigning meaning to the collected information and

determining the conclusions, significance and implications of the findings. It is an

important and exciting step in the process of research. In all research studies, analysis

follows data collection. Data analysis is the science of analysing data to draw conclusions

that help decision-makers or researchers learn more about a range of topics. It entails

putting data through operations. This procedure helps us reach our objectives by

obtaining exact results, such as actions that cannot be foreseen because data collection

may reveal particular challenges.

In India, there are many youths that are being cyberbullied through various platforms.

This data analysis will represent the various questions through bar graphs and pie charts.

The question comprises of:

A) What is the percentage of bullies according to gender?

B) What is the percentage of children bullied according to age?

C) Which social media platform is most used for Cyberbullying?

D) Which kind of cyberbullying is most prevalent in India?

E) Which are the top 5 countries where cyberbullying is at its peak?

F) What is the impact of cyberbullying in India?

G) What is the average time spent by the children in social media?

H) What percentage of cyberbullying cases goes reported, unreported or ignored?

 A) What is the percentage of bullies according to gender?

According to the survey, there were 36% of female bullies and 64% of male bullies.

These are the ones who are responsible for all types of bullying. These are the ones who

bullies other children through cyberbullying or normal bullying.

This survey shows mainly boys are the ones who bullies other students, children or

people rather than females.

B) What is the percentage of children bullied according to age?

1
According to the survey, the children who are cyberbullied their age lie between 18-25

years of age i.e. 44% which indicates youth of the country. Some of them age lie between

26-35 years of age i.e. 26%, 36-45 years of age i.e. 13%, 46-55 years of age i.e. 3%, 56-

65 years of age i.e. 7% and above 66 years of age i.e.7%.

This survey shows that the maximum percent of youth is being bullied through cyber.

Thus, it is very important to rescue the youth as they are the generation of India

C) Which social media platform is most used for Cyberbullying?

1
According to the survey, these are the various social media platforms through which

cyberbullying is done. The above graph shows social media platforms along with the

percentage of most used platform which are as follows:

1. Instagram- 42%

2. Facebook- 37%

3. Snapchat- 31%

4. Whatsapp- 12%

5. Youtube- 10%

6. Twitter- 9%

D) Which kind of cyberbullying is most prevalent in India?

1
According to this survey, the maximum kind of cyberbullying which is carried out in

India is Racism which is 22%.Since India is a diverse country, there are many chances

people may bully each other according to racism.

Trolling and Sexual Harassment has almost equal percentage that is 19% and 16%

respectively. Further the other kinds are personal attacks, personal harm and doxing

which has a percentage of 16%, 15% and 12% respectively.

E) Which are the top 5 countries where cyberbullying is at its peak?

 According to this survey, it is clear that India is the country which has the highest

rate of cyberbullying cases. This is the current source stating the rate of

cyberbullying among the world.

1
The list of countries with their percentage rate is as follows:

 India- 29%

 Brazil- 22%

 US- 20%

 South Africa- 15%

 Canada-14

F) What is the impact of cyberbullying in India?

1
According to the survey, it states there are the children suffering from various sorts of

mental disorder in India. The most common and most prevalent mental disorder is social

anxiety which is 37% followed by depression that is 36%, suicidal thoughts that is 24%

and self -harmed that is 23%.

G) What is the average time spent by the children in social media?

1
According to the survey, the average time spent on social media varies from 6 hours to

negligible use. There are many children who don’t have their accounts on social media
,thus the percentage of negligible use is 6%. 6+ hours percentage is 24% followed by 3-6

hours is 25%, 1-3 hours is 20%, upto 1 hour is 12%, and approx. 25 minutes is 8%.

H) What percentage of cyberbullying cases goes reported, unreported or

ignored?

1
According to the survey, it shows the record of reported, unreported and ignored cases.

There are many children or adults who did not consider cyberbullying a big problem. Due

to which there is 57% of cases that are unreported to the police or the respective

authorities. 22% of the cases are reported to the respective authorities so that the strict

actions can be taken against the bullies.

21% of cases are ignored as some people endure all the sufferings quietly, they do not

take any effort to register their problems to cybersecurity

I) Which sector is most influenced by cyberbullying?

1
According to the survey, it shows the most influenced sector of India which is college

sector. Mostly college students face the cyberbullying as they meet many people in their

college some have personal grudge against them. The percentage of college sector is 35%

which is followed by school sector which is 30%, working sector which is 25% and other

sectors which is 10%.

FINDINGS

 36% are female bullies and 64% are male bullies.

 The most common age group which is cyberbullied is 18-25.

 The most common social media platform through which cyberbullying is done is

Instagram.

 The most common kind of cyberbullying is prevailing is racism.

 India is the leading country in which cyberbullying prevails.

 The children are facing Social Anxiety at the highest as the impact of

cyberbullying.

 The children are using 6+ hours in the social media which states the percentage of

24%.

 There are only 22% of the cases are reported and 57% are unreported. Rest cases

are ignored.

 The most influenced sector of India by cyberbullying is College sector that is

35%.
PREVENTING CYBERBULLYING

Cyberbullying is a social issue that is on the rise and is all too prevalent in online groups.

According to research, one in five tweens has experienced cyberbullying, and 59% of

teenagers have experienced online harassment. And it doesn't appear that the frequency

of online bullying is decreasing.

Cyberbullying increased as the COVID-19 outbreak was underway. According to studies,

cyberbullying soared 70% with stay-at-home orders, while toxicity on online gaming

platforms jumped 40%.

These figures show that the prevalence of cyberbullying is still rising despite better

education and anti-bullying initiatives in schools. Therefore, parents must take all

reasonable steps to protect their children against cyberbullying.

WHY PREVENTION IS NECESSARY?

Cyberbullying is the willful and repetitive infliction of harm through the use of

technology, game apps, and online social networking sites. It frequently takes the form of

hate accounts, offensive social media posts, online rumours and gossip, and rude gaming

remarks. The targeted target is nearly always the target of embarrassment, threats,

humiliation, intimidation, or abuse.

According to research, those who are cyberbullied experience a range of negative effects,

including difficulties with their emotions, bodies, minds, and academic performance.

Cyberbullying is also a major source of stress for young people. Young individuals who

experience cyberbullying experience hurt, embarrassment, and occasionally even fear.

They frequently place the blame for the abuse and anguish they endure on themselves,

which not only makes them feel very stressed out. In fact, according to one study, stress

symptoms were recorded by almost 35% of people who had been the subject of

cyberbullying.

Cyberbullying has the potential to affect children's sleeping and eating patterns. In an

effort to cope with the cyberbullying or to change the way they look in the hopes that the

cyberbullying would stop, kids who are cyberbullied occasionally crash diet or binge eat.

As a result of harassment, grades and extracurricular activities may also suffer. Teenagers

may skip class or struggle to focus on their studies because cyberbullying takes up all of

their time and attention. As a result of harassment, grades and extracurricular activities

may also suffer. Teenagers may skip class or struggle to focus on their studies because

cyberbullying takes up all of their time and attention.

Cyberbullying victims frequently experience feelings of isolation and loneliness. Many of

the targeted children claim to have experienced school exclusion. Their sense of value

and self-esteem are affected as a result of this encounter.

Children may begin to feel hopeless when they are repeatedly harassed by others through

social media posts, text messages, instant conversations, and blog posts. They could

begin to believe that suicide was the only way to end their suffering. It's crucial that

parents take action to stop cyberbullying among their children because the consequences

are so great.
WAYS TO MANAGE CYBERBULLYING

There are things you and your child can do together to lessen the possibility that they will

be the target of cyberbullying, even though there is no failsafe way to stop it from ever

happening. This entails taking precautions and continuing the debate about cyberbullying.

You must talk about what cyberbullying is, the dangers involved, and how it can get

worse.

Talking to your tweens and teens about social media safety, responsibility, and what to do

if they experience online bullying is vital.

 Protect devices and accounts.

It's crucial that your child use passwords everywhere to prevent cyberbullying and

related behaviors like catfishing. One of the best ways to safeguard accounts and

devices is with passwords.

Insist that your child never tell anyone, not even their best friend, their passwords.

Despite the fact that they may have complete trust in that person, it is important to

remember that friendships may not always last.

 Utilise privacy settings and tools.

Make sure your child is aware of the privacy settings and resources provided by

the company, regardless of what they do online. There are privacy settings on

almost all social networking sites, including Instagram, Twitter, SnapChat, and

TikTok. With your child, go over each account and assist them in adjusting the

privacy settings to the highest level of security. This includes locking off
 accounts, blocking tags, asking others to request permission before sharing one of

their photographs, and other measures.

 Preserve personal items.

Never give up your child's home address, mobile number, or email address online.

They should exercise caution when disclosing too much information about their

educational setting, particularly if they have online acquaintances or followers.

Remind them that not everyone online is who they seem to be. The person behind

the account may not be a teenage girl, even though the profile photo portrays a

young woman. Someone could be gathering data on other teenagers by posing as

a young girl.

 In charge of location sharing

Users of certain smartphones can inform friends of their whereabouts. In other

words, if they tell someone where they are, that person will always know where

they are. Have a conversation with your child about who they may or may not

share their whereabouts with.

Your child needs to exercise caution when choosing which images to share and

when. For instance, you can ask them to hold off publishing vacation photos until

you get back from your trip. By doing this, you prevent the internet community

from finding out that no one will be at your house for the next two weeks.

 Teach them to consider their posts.

Encourage your tweens and teens to develop the habit of waiting before posting.

For instance, they might write a post while offline and decide whether or not to

publish it when they return to it an hour later. They won't post anything they
 might later regret if they do this. It could be beneficial to advise your child to

think before sharing because cyberbullies might use what they post against them

in some way. Of course, it won't really matter what the content is if someone

wants to use it against them. However, if your child takes their time to carefully

compose a post, they will be able to consider what they are writing and decide

whether or not they want to say it in public. For kids to have a positive

relationship with social media, this is an excellent practise.

You should also show your teen or preteen how to behave online. If they are

unable to utilise social media and other internet tools appropriately, their privilege

to use them may be revoked.

 Audit your social media presence.

Go through your tween's or teen's social media profiles with them once a month

or so. Together, decide which postings might potentially be removed from their

account. The time leading up to their college applications or job searches makes

this activity all the more crucial.

Many times, job managers and college recruiters may peruse a candidate's social

media sites to gain a sense of their character and personality. Together with your

teen, make sure their postings and images convey the message they want other

people to see.

 When using public devices, log out.

Remind your tween or teen to log out of any accounts they are using when using

public computers or laptops at school or the library. This includes signing out of

their email, social media, school, Amazon, and any other accounts they could
 open.

Closing the tab completely is not sufficient. If someone uses the computer right

away after your child is finished, they might still be able to access their account.

They can take control of the account by changing passwords once they get access.

Once they have control, they can pretend to be your child online and post

defamatory comments about them. Additionally, regaining control over a lost

account can be challenging and time-consuming.

 Never reply to online bullies.

Your child should not reply if they are the victim of cyberbullying. They shouldn't

engage a cyberbully in conversation, debate, explanation, or any other form of

interaction.

They should capture screenshots of the harassment in the interim and save them

as documentation of the interaction. When reporting an online bully, this

documentation can be required.

 Report online bullying.

Make sure your child is aware of the need to report cyberbullying at all times.

This entails not only informing you of the situation but also informing the

relevant social media platform, internet service provider, and other parties as

needed. To stop the harassment, you might even need to call the police or the

school.

Once all reports have been submitted, take the necessary action to block the

perpetrator(s) of the cyberbullying. While doing so will slow them down, it won't
stop them from continuing to cyberbully your tween or teen using a different

account or in a public area.

Teenagers should also develop appropriate bystander skills. If they see

cyberbullying occurring online, they should abstain from taking part and instead

look for methods to support the victim. Additionally, if they know who is

engaging in cyberbullying, they should tell you, a teacher, or the principal about

what they see happening online.

Kids are frequently victimised by people

e they know from school or their community who engage in cyberbullying.

Therefore, defending the individual who is being bullied can help stop

cyberbullying instances in the future, especially if the bully is not getting the

response they are looking for.

REPORTING OF CYBERBULLYING

It's crucial to record and report instances of cyberbullying so that the problem can be

addressed.

Actions to Take Right Away

 Avoid retweeting or forwarding cyberbullying messages.

 Save any proof of online bullying. Keep track of the dates, hours, and details of

any incidences of cyberbullying. Emails, texts, and screenshots should all be

saved and printed. Use this evidence to alert web and mobile service providers

against cyberbullying.

 The cyberbully should be blocked.

Please inform online service providers about cyberbullying.

 The terms of service set forth by social media platforms and internet service

providers are frequently broken by cyberbullying.

 Read the sections on your rights and obligations or the terms and conditions.

These describe what is and isn't proper content.

 To understand how to ban users and modify settings to limit who can contact you,

visit social media safety centres.

 Inform the social media platform about cyberbullying so that they can take

appropriate action against those who violate the terms of service.

Inform law enforcement about cyberbullying.

These behaviors are regarded as crimes when cyberbullying involves them and

should be reported to law enforcement:

 Threatening behavior

 Sending sexually explicit texts or images or engaging in child pornography

 Capturing images or videos of people in settings where they might anticipate

privacy

 Hate crimes and harassment

Other varieties of cyberbullying are illegal in other areas. For more information,

check with law enforcement and your state's laws.

Inform schools about cyberbullying.

 Cyberbullying, which frequently overlaps with physical bullying, can disrupt the

learning environment at school. The data can be used by the school to help guide

preventive and response plans.

 Schools must handle cyberbullying in their anti-bullying policies in several states.

Some state statutes may encompass conduct occurring off-campus that fosters a

hostile learning environment.

REPORTING CYBERBULLYING IN INDIA

Parents should notify the appropriate authorities if it is obvious that a child is being

cyberbullied or if they have reason to believe it is happening. What parents should do is

as follows:

 To stop the bully from sending messages, find and block their phone number.

 Save every conversation, post, and email the bully sent so you have them as

proof.

 The ability to report the bully's phone number or account information to the

service providers is available on all social networking sites.

 File a report with the local police's cybercrime unit if the bullying continues.
RECOMMENDATIONS AND SUGGESTIONS

RECOMMENDATIONS

It is critical that prevention strategies are available and effective in halting cyberbullying.

To prevent cyberbullying from permanently altering a person's life, both offline and

online preventative strategies are required. According to the study in this paper,

Both offline and online techniques should be used. This is not a "one size fits all"

strategy, and as this paper's study indicates, different situations call for different

preventative actions. If the youngster does not have access to a computer at home, for

instance, software programmes for internet prevention may not be necessary. Offline

tactics, though, might be more advantageous.

Even if someone is aware of the dangers of cyberbullying, they still have the choice to

behave inappropriately. When attempting to stop someone from cyberbullying using

reason and reasoning, parents and other carers can only do so much. That is the setting

for technology because it may serve as yet another obstacle to stopping cyberbullying.

On its website, Puresight claims that its technology offers a multi-layered strategy that is

evasion-proof and that it provides effective social networking protection. It was one of

the programmes described in this study.Technology can efficiently monitor behavior and

decrease instances of cyberbullying, but it has its limitations. Young people can easily

visit a friend's house or the library to use gadgets that don't have limits on using installed

programmes on a computer or device.

That However, unless it is installed on every device a young person uses, online
prevention may not always be able to completely avoid cyberbullying.

For the best effects, offline and online preventative methods should be coordinated.

Because cyberbullying is complicated, the optimal approach should include several

measures to stop it.

SUGGESTIONS

Although it is far from ideal, artificial intelligence may now be the best way to combat

cyberbullying. These computers must constantly learn the intricacies and slang phrases

that make up the human language. There is no doubt that cyberbullying continues to go

unnoticed despite these systems' ongoing learning. Businesses with online communities

need to figure out efficient ways for this learning to happen. In order to better understand

the cyberbullying behaviors its users have observed when interacting with others on the

network, Instagram, for instance, started polling thousands of them. Because

cyberbullying can take many forms and be characterized differently by each user, it is

hoped that the data will help improve the algorithms for detecting offensive content.

Instagram has acknowledged the need to include more factors when attempting to

identify cyberbullying on its platform. The business is developing artificial intelligence to

look at trends in platform usage rather than solitary posts. The business is seeking to find

trends in user behavior that should cause an alert to go out on its platform.

Instagram has been enhancing a feature that would trigger a warning on potentially

harmful remarks before they are ever posted, much like the Re Think app. Users won't be

prevented from publishing them, but the function will offer them a chance to rethink their

statements. This alert will be enabled by machine learning algorithms, just like

Instagram's other features, and will require ongoing training with new data. Users will be

introduced to this option this year (2019).

Instagram has seen and accepted the challenge to invest in the fight against cyberbullying

due to its size and impact. For the time being, DeepText and its parent firm, Facebook,

share some of the same capabilities. However, all businesses with online communities
need to share common concepts, lessons learned, data, and best practices. To combat this

problem, which has already resulted in the loss of several lives, businesses and academic

researchers must work together. Data science can be useful, but businesses will still need

to develop ways to gather the right data for machine learning algorithm training. For this,

it will be necessary to observe and moderate conversations with users of their online

communities.
CONCLUSION

People who experience cyberbullying suffer greatly. It messes with academic life, hurts

your emotions a lot, and it might even be fatal. Although technology has expanded the

options available to schools and teenagers, it's imperative that everyone learn how to use

it properly. Policies ought to be established to ensure that technology is used ethically.

The administration of the school must to have policies in place for locating, preventing,

and dealing with cybercrimes there. Parents also owe it to their kids to watch out for

them. Teenagers should take the first actions necessary to stop bullying and internet

crimes, on the other hand. In colleges and universities, cyberbullying occurs, which has

an impact on the intellectual, social, and emotional development of undergraduate

students.

It has been established that cyberbullying happens on a number of electronic platforms,

including social networking sites, email, instant messaging, chat rooms, and text

messaging. Additionally, it has been demonstrated that students who experience

cyberbullying fail academically, socially, emotionally, and familially. These problems

include melancholy, drug abuse, suicidal thoughts, depression, and low self-esteem.

Students have made it apparent that they prefer using the Internet as a medium and

frequently use it in their daily lives. It is critical to perform in-depth research on the topic

of cyberbullying since more and more elements of students' lives are conducted online,

with the knowledge that excessive use may have negative effects on them.
The worry is that college students are transferring these attitudes into the workplace

because they are getting ready to enter the industry and because various studies have

shown a pattern of cyberbullying behavior and victimization throughout a person's

lifespan.

Last but not least, cyberbullying affects people of all ages. Although the presence of the

phenomenon has been established, studies of cyberbullying among undergraduate

students have not yet reached their full potential. Based on this, we draw the conclusion

that future studies should pay particular attention to this population.

Colleges should create clear guidelines to deal with the issue of cyberbullying, including

a safe and, if necessary, anonymous report system as well as a clear punishing policy for

perpetrators, as it has been shown by Peled et al. (2012) that a firm policy in regard to

academic cheating reduces its occurrence.

The additional information provided in this study contributes to our understanding of the

impact of cyberbullying on undergraduate students' welfare because there is a dearth of

research on the subject, particularly in light of the accessibility of hand-held devices

(primarily smartphones) and our increasing reliance on the internet for virtually all

activities.
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