Problem-solution essay draft 4

Cyberbullying in  Singapore

Singapore ranked 2^nd in the world for cyber bullying (only behind the US). Widespread access to the Internet contributes to this alarming statistic (Scott, 2013). To address the issue, the government recently passed the Protection from Harassment bill of 2014 allowing for judiciary action against offenders. Yet this measure seems to be inadequate in addressing the issue.  Current measures that are primarily focused on adults do not target the correct audience. The biggest victims of cyber-bullying are teenagers between the ages of 8-17 (Family & Life, 2014). In recent times the rise of social media has made it a convenient medium to perpetuate cyberbullying. A viable solution is for the Singapore Ministry of Education to formulate a policy that groups students together to form blogging groups (on social media platforms). These groups will serve to help students practice ‘correct’ cyber-ethics. The friendships formed from these groups will also help boost self-confidence and buffer against potential cyber-bullying acts.

Addressing the issue

 Bullying is often a rite of passage that one goes through in life. Advancement in Internet technology only shifts its ‘playing-field’ from the playground onto the Internet. The traditional act of inflicting wilful and repeated harm on others has just taken on an electronic form (Family & Life, 2014). Yet its impact has been exacerbated. Particularly in Singapore, 33% out of 4000 students surveyed claim to have experienced some form of cyber-bullying in their lives (Baig, 2014). Social media have increased the frequency of exchange between individuals. It has overcome the physical boundaries of time and space.  Over the net, individuals comment and interact round the clock in the comfort of their homes.  This characteristic empowers individuals to commit the offence, as they are able to hide behind comfort of their computer screens.

Social media have also exacerbated the impact of cyber-bullying because on social media, the act of cyberbullying, is now magnified to a larger audience and the ‘act’ remains permanently visible. Unlike a physical bullying, the post online is now accessible by all friends of both the perpetrator and the victim.  The outreach of the post is also widened because the post can visited and revisited by anyone at anytime. Hence, as the proportion of the act is magnified, so does the shame inflicted on the victim.

Effects of cyber-bullying range from depression to societal deviant behaviour. The suicide by a 16-year old Burmese girl, after her ex-boyfriend hurled insults at her on Facebook, highlights the severity of the issue.  It also necessitates a deeper resolve to solve the problem.

 Current Solution

Currently, there are 2 measures implemented to reduce the level of cyberbullying in Singapore. The Harassment Bill of 2014, which allows for policing and civil actions to be taken against offenders (Neo, 2014), is a reactive measure that is ineffective. The target group for cyber-bullies are mainly teenagers. Being teenagers, undergoing puberty, they are irrational and are guided by feelings. The effect of the act, other than serving as deterrence, is largely ineffective.

The second measure is a cyber-ethic application that is created to educate the public about correct online practices. Based on the previous premise, teenagers commit cyber-bullying not because of the lack of awareness, but rather due to impulsive feelings and immaturity. Hence, current measures should be directed towards the area of ‘feelings’ rather than imparting knowledge.

Proposed Solution

            Changing the method for ‘cyber-ethics’ to be communicated across will increase its appeal and hence effectiveness. Since teenagers spend most of their time outside of home in schools, the Ministry of Education (MOE) should be involved in the next step of education. MOE can implement a policy that combines teaching social media ethics with ‘group-work’ into its current teaching pedagogy.

            Currently, every secondary student is required to have a Co-Curriculum activity (CCA). Upon graduation a grade is given based on their performance, which contributes towards their O level scores.  Schools can include a component in the CCA grading component that requires students to come together to create a social media portfolio that demarcates milestones that they undergo during their 4 years of CCA. There will be guidelines in place to ensure that the portfolios are maintained according to the standards of accurate cyber-ethics.  Moreover, this portfolio has to be done in groups and every group member has to comment on each other’s portfolio.

Research show that cyber-bullies are often people who have been bullied (No Bullying, 2015).  Bullying often occurs among acquaintances. Requiring students to write social media portfolios online, in groups, will help foster deeper friendships. Through increased online interactions, students will be able to gain a deeper understanding of their friend’s lives. They will also be able to foster deeper and stronger friendships. As such the probability of cyber-bullying will be directly reduced. Since cyber-bullying is often committed by cyber-bullies, this policy will hence act to stop the ‘domino-effect’ of cyber-bullying.

Cyber-bullying is a rite of passage but the impacts are still devastating.  Yet impacts vary drastically among victims. This variation is due to the differences in the level of self-confidence that individuals possess. A self-confident individual will give little heed to negative comments, should the act occur, and recovery quickly. The “group-work” policy suggested plays a role in building up the self-confidence in students. By having to actively comment on each friend’s online portfolio, the students will be guaranteed a check and balance on any cyber-bullying that can potentially happen. Moreover, since teenagers are guided largely by feelings, the act of having a friend as a constant lookout will boost their confidence. This will help them hedge against any potential occurrence of cyber-bullying

Conclusion

Education plays an important role in these processes but it must be executed in a manner that is specific to teenagers.  Teenagers are at the age where feelings govern over their actions. Thereby a more effective policy is one that promotes friendship and transfer correct behavioural standards in a subtle manner. Nonetheless, cyber-bullying must be recognised as a rite of passage, while efforts should be made to reduce its occurrence, measures should also be tailored to help students ride through the period.

References

Cyber bullying statistics 2014.(2015). Retrieved March 9, 2015, from http://nobullying.com/cyber-bullying-statistics-2014/

Nawira, B.(2014, August 15). 1 in 3 students in Singapore have been victims of cyberbullying. Retrieved on 9 March, 2015, from Vulcan Post :https://sg.news.yahoo.com/1-3-students-singapore-victims-070013753.html

Chai chin, N.(2014, March 14).  Anti-harassment laws to fight ‘social scourge’. Retrieved on 9March, 2015, from Today: http://www.todayonline.com/singapore/anti-harassment-laws-fight-social-scourge

New law takes on cyberbullying in Singapore. (2014). Retrieved Mar 9, 2015, from http://nobullying.com/new-law-takes-on-cyberbullying-in-singapore/

Chainani, MW.(n.d.).  The class bully. Retrieved on 9 March, 2015, from http://sg.theasianparent.com/bullying_in_singapore/

Singapore is the second highest nation of cyberbullies. (2014). Retrieved March 9, 2015, from http://familyandlife.sg/Nurture/2014/03/Singapore_Second_Highest_Nation_Cyberbullies

Robertson, S.(2013, Janunary 28). What you really need to know about cyber-bullying in singapore. Retrieved on March 9, 2015, from Singapore Business Review: http://sbr.com.sg/information-technology/commentary/what-you-really-need-know-about-cyber-bullying-in-singapore