ABSTRACT
In spite of being the focus of international research for over 35 years, bullying remains a problem for young people in schools. In recent times, the increasingly available and ready access to technology and social media has seen cyberbullying emerge as the latest iteration of this old problem (Belsey, 2006; Campbell, 2005; Hinduja & Patchin, 2007; Patchin & Hinduja, 2006; Smith et al., 2008). With its arrival has come the need to examine how it is defined, measured, reported, and addressed including exploring the principles and motivations that underpin the behaviors associated with it. Not surprisingly, what is being done currently to explore and address cyberbullying in schools has its roots in “traditional” bullying methodologies and interventions (Cross, Monks, Campbell, Spears, & Slee, 2011a), but the question needs to be posed: Are old ways of thinking being used to target new ways of being? This chapter briefly reflects on what is known about bullying, before considering the role of emerging methodological strategies to address cyberbullying, such as the use of online social marketing and engaging young people as co-researchers.
