compare and contrast essay about bullying

Cyberbullying Versus Traditional Bullying

When joking crosses the line..

Posted May 14, 2012 | Reviewed by Jessica Schrader

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Just how different is traditional bullying from cyberbullying? Studies are beginning to show that the way youth bully online is a lot different from traditional schoolyard bullying. Teens may think what they are posting or texting is just a joke, but if you're on the receiving end it may not be all that funny. In fact, if the "joking" is repetitive, it could cross the line into bullying, more specifically cyberbullying. According to the American Academy of Pediatrics, cyberbullying is the "most common online risk for all teens and is a peer to peer risk."

According to a study released by the University of British Columbia, cyberbullying is a big problem and even more common than traditional bullying. About 25 to 30 percent of the young people surveyed admitted experiencing or taking part in cyberbullying, but only 12 percent said the same about traditional bullying. To top it off, 95 percent of the youth said that what happened online was meant to be a joke and about 5 percent was actually meant to harm someone. So, what makes cyberbullying so different from traditional bullying?

In traditional bullying, you're usually working with a bully, victim, or bystander, but that's not the case in cyberbullying. In fact, it's not uncommon to play multiple roles such as cyberbully, target, and witness. Previous research indicates that cyberbullying is rarely pre-meditated like traditional bullying, where the bully plans his or her line of attack. In many cases, cyberbullying is done impulsively and not planned out like in traditional bullying where the bully pre-meditates the next attack. Also, traditional bullying has the following characteristics that may not be present in cyberbullying cases:

• A need for power and control
• Proactively targeting the victim

So, just what is cyberbullying? By definition, it's the deliberate and repeated harm inflicted through the use of cell phones/smartphones, computers/tablets, and other electronic devices (including Wi-Fi gaming devices). It's an easier way to bully because unlike traditional bullying, it doesn't involve face-to-face interaction. Teens can become desensitized to a computer screen, and say or do things they wouldn't do to a person's face. The computer desensitizes teens and decreases the level of empathy they feel toward the victim. Plus, when they can't see the person's reaction to what they post or text they may not know if they've gone too far.

It appears that today's youth don't equate joking around with bullying. Even though they do it jokingly, it can cut the receiver deeply. By definition, a joke is something that is supposed to be funny, but here's the magic question: "Who's laughing ?" Ask any teen who's been cyberbullied and they probably won't see the humor in the situation. Plus, when something is posted online, it can be humiliating. That old saying "www" means the "whole world's watching" holds true, and cyberbullying victims know it. The bottom line is that cyberbullying hurts.

Just Imagine: You get a text from a friend to check out someone's page, you go there and see degrading posts and a crude picture of you in a swimsuit that had been Photoshopped. Following the posts are a string of lewd comments. You start getting text after text from people, some you don't even know, saying mean things about the post. It feels like the world is laughing at you, only you're not laughing. You dread going to school the next day because you have to face all of these people. Your stomach is churning and your head is pounding. You pray it will just go away, like it never happened. " Make it stop, make it stop, make it stop," screams through your mind. You have just entered into the world of a victim. What may have started as a mean joke crossed the line into something more severe—cyberbullying. Scenarios like this are just one example of how some teens are misusing technology.

Young people can quickly spread a rumor through texting, taping an embarrassing incident and posting it on YouTube, or uploading pictures or unkind comments on social networking sites. There are many different avenues that can be used to cyberbully. The key to decreasing cyberbullying is educating today's youth to think before they click. One wrong click has the power to change someone's life forever.

Teaching teens to protect themselves online is very important. I compare learning how to drive a car to teaching teens how to use technology. Here's my logic: Odds are you wouldn't turn your teen loose with the keys to the car if they haven't been properly trained or educated to operate a vehicle. Why? Because it's dangerous. He could kill himself or someone else. Well, we should realize that the wonderful cyber world also possesses dangers. The internet highway can be dangerous if teens post inappropriate material, bully, give out personal information to strangers, etc. So we really need to educate our teens about how to use technology appropriately. Just as you probably wouldn't toss the car keys at an inexperienced teen and tell him to go take a spin, you shouldn't place a smartphone or any other electronic device with internet capability in his hands without making sure that he knows how to use it properly.

Let's help our teens realize that feelings do exist in the cyber world, manners do matter, and most importantly, there's a real-life person on the receiving end of the messages—a person who laughs, cries, and hurts, just like we do. Please help teach our young people that what they do and say to one another off or online does make a difference.

Teens can use these tips to protect themselves online.

• Tell a trusted adult if you're being cyberbullied.
• If you know someone who's being a cyberbully tell her/him to knock it off, if they don't report it.
• Contact host/site providers if inappropriate material is being posted on their site.
• Save all evidence if you're being bullied online. Don't delete without keeping a copy for yourself.
• Don't respond to rude messages.
• If someone angers you, wait, don't fire off a rude comeback. It'll only make things worse.
• Don't share personal information online.
• Protect your username and password. Don't share it with friends.
• Don't open anything from someone you don't know.
• Keep privacy settings on your computer. Secure your information.
• Choose your friends wisely.
• Only accept close friends on your social networking sites.
• Don't post anything online that you wouldn't mind your parents seeing.
• Most importantly, treat others as you want to be treated. Think before you click. Look at what your posting or uploading and ask, "Would I want someone saying or putting that about me online?" If the answer is "no," then don't do it.

While the internet can be fun and super cool, it comes with responsibility. Have fun with technology but take heed and exercise caution when using it. A joke is meant to be funny but not at the expense of another person's feelings. Young people joking is one click away from cyberbullying.

Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .

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Comparing and Contrasting in an Essay | Tips & Examples

Published on August 6, 2020 by Jack Caulfield . Revised on July 23, 2023.

Comparing and contrasting is an important skill in academic writing . It involves taking two or more subjects and analyzing the differences and similarities between them.

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Table of contents

When should i compare and contrast, making effective comparisons, comparing and contrasting as a brainstorming tool, structuring your comparisons, other interesting articles, frequently asked questions about comparing and contrasting.

Many assignments will invite you to make comparisons quite explicitly, as in these prompts.

• Compare the treatment of the theme of beauty in the poetry of William Wordsworth and John Keats.
• Compare and contrast in-class and distance learning. What are the advantages and disadvantages of each approach?

Some other prompts may not directly ask you to compare and contrast, but present you with a topic where comparing and contrasting could be a good approach.

One way to approach this essay might be to contrast the situation before the Great Depression with the situation during it, to highlight how large a difference it made.

Comparing and contrasting is also used in all kinds of academic contexts where it’s not explicitly prompted. For example, a literature review involves comparing and contrasting different studies on your topic, and an argumentative essay may involve weighing up the pros and cons of different arguments.

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As the name suggests, comparing and contrasting is about identifying both similarities and differences. You might focus on contrasting quite different subjects or comparing subjects with a lot in common—but there must be some grounds for comparison in the first place.

For example, you might contrast French society before and after the French Revolution; you’d likely find many differences, but there would be a valid basis for comparison. However, if you contrasted pre-revolutionary France with Han-dynasty China, your reader might wonder why you chose to compare these two societies.

This is why it’s important to clarify the point of your comparisons by writing a focused thesis statement . Every element of an essay should serve your central argument in some way. Consider what you’re trying to accomplish with any comparisons you make, and be sure to make this clear to the reader.

Comparing and contrasting can be a useful tool to help organize your thoughts before you begin writing any type of academic text. You might use it to compare different theories and approaches you’ve encountered in your preliminary research, for example.

Let’s say your research involves the competing psychological approaches of behaviorism and cognitive psychology. You might make a table to summarize the key differences between them.

Or say you’re writing about the major global conflicts of the twentieth century. You might visualize the key similarities and differences in a Venn diagram.

These visualizations wouldn’t make it into your actual writing, so they don’t have to be very formal in terms of phrasing or presentation. The point of comparing and contrasting at this stage is to help you organize and shape your ideas to aid you in structuring your arguments.

When comparing and contrasting in an essay, there are two main ways to structure your comparisons: the alternating method and the block method.

The alternating method

In the alternating method, you structure your text according to what aspect you’re comparing. You cover both your subjects side by side in terms of a specific point of comparison. Your text is structured like this:

Mouse over the example paragraph below to see how this approach works.

One challenge teachers face is identifying and assisting students who are struggling without disrupting the rest of the class. In a traditional classroom environment, the teacher can easily identify when a student is struggling based on their demeanor in class or simply by regularly checking on students during exercises. They can then offer assistance quietly during the exercise or discuss it further after class. Meanwhile, in a Zoom-based class, the lack of physical presence makes it more difficult to pay attention to individual students’ responses and notice frustrations, and there is less flexibility to speak with students privately to offer assistance. In this case, therefore, the traditional classroom environment holds the advantage, although it appears likely that aiding students in a virtual classroom environment will become easier as the technology, and teachers’ familiarity with it, improves.

The block method

In the block method, you cover each of the overall subjects you’re comparing in a block. You say everything you have to say about your first subject, then discuss your second subject, making comparisons and contrasts back to the things you’ve already said about the first. Your text is structured like this:

• Point of comparison A
• Point of comparison B

The most commonly cited advantage of distance learning is the flexibility and accessibility it offers. Rather than being required to travel to a specific location every week (and to live near enough to feasibly do so), students can participate from anywhere with an internet connection. This allows not only for a wider geographical spread of students but for the possibility of studying while travelling. However, distance learning presents its own accessibility challenges; not all students have a stable internet connection and a computer or other device with which to participate in online classes, and less technologically literate students and teachers may struggle with the technical aspects of class participation. Furthermore, discomfort and distractions can hinder an individual student’s ability to engage with the class from home, creating divergent learning experiences for different students. Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

Note that these two methods can be combined; these two example paragraphs could both be part of the same essay, but it’s wise to use an essay outline to plan out which approach you’re taking in each paragraph.

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Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

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Bullying: Problems and Solutions, Essay Example

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In recent years bullying has received greater attention in America’s schools, though the issue of bullying is hardly a new one. While many people might consider bullying to be a matter involving physical intimidation and even physical violence, the range of behaviors that comprise bullying are much broader, and include psychological as well as physical intimidation and actions. According to Long and Alexander (2010), bullying “has been defined as hostile actions, recurring over time that is deliberately destructive and occurs without provocation.” Long and Alexander go on to describe bullying as “a subtype of violent behavior,” driving home the point that the emotional impact of bullying is a form of violence even if no actual physical contact is involved. Bullying behaviors are not restricted to schools; they’re also found ion homes and other social settings, and even in the workplace among adults. From a statistical standpoint, however, bullying is especially pervasive among students of middle-school age (Long & Alexander), and as such it is of significant concern to administrators, teachers, and parents. The following paper examines some of the issues and problems associated with school bullying, as well as several possible solutions.

While bullying is associated with a number of problems for victims and those whose role it is to protect them, perhaps the most significant problem involving bullying is simply recognizing it. There are a number of reasons why bullying often goes unnoticed; among these is that many of the behaviors that constitute bullying often take place less overtly than some of the most blatant acts of physical intimidation or violence. Identifying is inherently subjective, and those who are tasked with identifying it and reporting it will not always see bullying when it occurs (Brank, Hoetger& Hazen, 2012). What might look like harmless teasing to one person might appear to be a clear case of bullying to another. Many forms of bullying fall under the heading of indirect or “relational” bullying, including gossip and rumor, social exclusion, and other social behaviors that can be difficult to identify as bullying (Long & Alexander). Another related problem is that even when some teachers or administrators are aware of bullying, they choose not to intervene. According to one study, 71% of teachers simply ignore most instances of bullying (Schroeder, 1999). Before any effective solutions can be found to bullying it is first necessary for teachers, administrators and parents to know how to identify it and to take it seriously.

Another set of problems associated with bullying are the risk factors that correlate to becoming a potential victim of bullying.Being the victim of bullying is known to be associated with a number of serious risk factors. Studies have determined that there are some cognitive and emotional factors that are commonly seen in victims, which seems to indicate a causal relationship between the two (Brank et al.) These include such conditions as Asperger’s syndrome, a condition on the autism spectrum that undermines an individual’s capacity to understand social norms and respond with socially appropriate behaviors. Children with stronger peer and friend relationships are less likely to be targeted for bullying, though there may be an inverse relationship at work, with victims of bullying retreating from social relationships, thereby affirming the conditions of victim status (Brank et al.). External factors such as socioeconomic background and race are also correlated with bullying, especially when these factors place victims in a social minority at school.

The most serious problems associated with bullying are, of course, the effects on victims. Bullying victims suffer from a range of problems, including higher rates of emotional disturbances such as depression and anxiety (Long & Alexander). Victims of bullying are at a greater risk of committing suicide, using drugs and alcohol, and becoming detached from social settings such as school and family (Brank et al). Victims may develop overt physical symptoms predicated by the stress of victimization, and often report headaches, stomachaches, and other ailments (Collier, 2013). Bullying has clear and often serious effects on victims.

Solving the problem of bullying has no one-size-fits-all solution, and typically requires a multi-pronged approach. The first step towards addressing the issue of bullying is simply raising awareness among responsible adults about the seriousness of the problem. Teachers, administrators, and parents must be given the tools and information to identify bullying behaviors and to understand their negative consequences in order to be able to intervene appropriately. This requires more than just informal conversations, and must include appropriate programs that are provided in an adequate and complete fashion. Settings fort this might include seminars and forums for school officials and teachers, as well as parent-teacher conferences and other settings where parents can be given educational materials and information about available resources.

This educational information must be backed up by practical structures and interventions in schools, with clearly-defined anti-bullying policies and clearly-defined consequences for students who victimize other students (Long & Alexander). Students must also be properly informed about the seriousness of bullying and about the consequences for bullies who engage in inappropriate behavior.  Many states have passed anti-bullying legislation which makes bullying a legal matter, and such legislation generally includes significant punitive measures for bullies, including suspension, expulsion, and even incarceration (Duncan, 2011). While such rules and laws are helpful and appropriate, the best way to protect potential victims is for those responsible for supervising students to intervene as early as possible to minimize the damage of bullying.

Parents of bullying victims can also take steps to minimize the effects of bullying. This can include providing “insulating or protective factors” (Brank et al) to help the victim avoid contact with the bully and to provide positive emotional support. For victims who do not have strong social bonds, parents can help by involving their children in activities of interest or, in some cases, switching schools or finding alternatives to typical education. Victims of bullying may be helped by counseling, and schools should help provide information about the resources available to victims and their families.

While bullying is clearly a serious problem for many victims, it is also clear that bullying behaviors often go unnoticed or ignored by those who are in a position to intervene. Teachers and school officials must learn to identify the range of bullying behaviors and to take these behaviors seriously, while school officials must provide appropriate information for teachers and establish guidelines and policies for students related to anti-bullying measures. Parents must learn to spot the signs that indicate their child is being bullied, and take advantage of the resources and information available to protect and help their children. There is no single solution to stopping bullying, but by working together, parents and schools can help to reduce the problem.

Brank,, E., Hoetger, L., & Hazen, K. (2012). Bullying.  Annual Review Of Law And Social Science I , 8 (2132).

Long, T., Alexander, K. (2010). Bullying: Dilemmas, Definitions, And Solutions. (2010).  Contemporary Issues In Education Research ,  3 (2).

Collier, R. (2013). Bullying Symptoms.  CMAJ: Canadian Medical Association Journal ,  85 (16).

Duncan, S. (2011). Restorative Justice and Bullying: A Missing Solution in the Anti-Bullying Laws.  New England Journal On Criminal & Civil Confinement ,  327 (267).

Schroeder, K. (1999). Bullying.  The Education Digest ,  65 (4).

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Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Bullying Facts & Worksheets

• Bullying is an unwanted behavior characterized by aggressiveness and misuse of power.

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Table of Contents

Bullying can happen anywhere, no matter who you are. It is never okay and should not be normalized as a part of growing up. At a young age, children should be able to recognize bullying to know how to counter it.

See the fact file below for more information on Bullying, or you can download our 21-page Bullying worksheet pack to utilize within the classroom or home environment.

Key Facts & Information

What is bullying.

• The behavior is often repeated for a long time, which causes the bullied to develop fear and long-lasting trauma.
• Bullying can be in verbal or physical form caused by an individual or a group.
• Conflict and bullying are different from each other. 
• Many situations may seem like bullying, but to confirm it, the action must be repetitive, intentional, and has an imbalance of power.

Recognizing Bullying

• Bullying can happen anywhere but it is often encountered on school premises.
• People must recognize if they are becoming victims or if they are instigating bullying.
• Two ways to recognize bullying is by identifying if it is overt or covert.

Overt Bullying

• Overt bullying can be easily seen or detected.
• These are obvious acts of violence, such as physical abuse or verbal insults.

Covert Bullying

• This kind of bullying is harder to recognize because violent acts are done in secret.
• Covert bullying can be identified through gestures, threatening looks, outcasting, whispering, gossip, and applying restrictions, such as whom they can only talk to.

Types of Bullying

There are four main types of bullying – physical, verbal, social, and cyberbullying.

• This kind of bullying includes physical violence such as hitting, intimidating, pushing, stealing personal things, or threatening the person.
• Verbal and written bullying includes name-calling or ridiculing the person’s physical appearance or characteristics.
• It is also referred to as relational or emotional bullying.
• Acts of social bullying include discrimination, outcasting, spreading rumors, and damaging one’s reputation and social acceptance by sharing false information.

CYBERBULLYING

• Cyberbullying is prevalent in the current generation. 
• Due to the easy access of people on digital platforms, it is not difficult for them to commit cyberbullying.
• Acts of cyberbullying online can either be verbal or written abuse.
• It can also include threats of violence, such as posting sensitive images, videos, or audio files without consent.
• Cyberbullying, also known as cyber harassment or online bullying, is the most rampant kind of bullying today.
• It is the fastest kind of bullying since its platform is digital, and it’s easy to get viral online.
• Apart from the negative, harmful, and mean contents, cyberbullies also tend to invade the personal and private life of a person with the intention of humiliating them.
• Cyberbullies gain more confidence in hurting a person because their identities are unknown.
• Nowadays, there are legal measures taken against bullies. This protects the rights and private lives, as well as the welfare of well-known people and celebrities but also those who live ordinary lives.
• Cyberbullying has consequences, so those often on the internet are reminded to think before they click.

Who is Involved?

• The incidence of bullying is more complicated than what people see.
• In this situation, three roles are present: the bully, the victim, and the bystander.
• Sometimes, the victims of bullying can also act as bullies.
• Meanwhile, there are two kinds of bystanders: helpful bystanders and bystanders who worsen the situation.
• Helpful bystanders stand up for the victim or get help whenever they encounter bullying.
• On the other hand, the latter kind participates in the act or encourages other participants to join in.
• Their actions may include laughing, making comments, smiling, and doing various gestures approving of what is happening.
• Some words can also be impactful for those involved.
• These could either bring hurtful and triggering messages not only to the victim but also to the bully.

Why are People Bullied?

• There are various reasons why bullying occurs.
• The environment is a significant factor in the situation of bullying.
• It happens mostly when a place encourages or does not do anything about the situation.
• Bullies think that it is okay because the circumstances tolerate it.
• A bully frequently develops inside the home. 
• If they are abused inside their homes, they might think it is okay to do the same and mistreat others.
• The root of being a bully is often jealousy, greed, and grudges.

Who is Bullied?

• Anyone and everyone can be the victim of bullying.
• People vulnerable to bullying are those who are seen as different, for example: tall or short, wear glasses, or are considered a minority or an outsider.
• Those who are new, have no friends, have social anxiety, and those who stand out can also be a target for bullies.
• These people are easy to single out and have no one to defend them.

The Impact of Bullying

• The most affected by bullying is the victim.
• The victims might experience emotions and problems more complicated than sadness.
• Apart from the pain of physical abuse, they could also develop problems with their mental health.
• These can include depression , anxiety , loneliness, PTSD (or post-traumatic stress disorder), or suicidal thoughts.
• Victims can also feel unwilling to attend school or work and keep themselves isolated in a room. 

What to Do?

• Now that you recognize bullying, you should know what to do when you encounter the situation.
• You should be familiar with your rights, most especially your right to be safe.
• If you are bullied, talk to someone you know well and fully trust.
• They are the people who will always be your support system and might suggest solutions you may have never considered.
• If you can, try to talk to the bully and tell them that their actions are not acceptable.
• You can always ask a close friend to accompany you.
• If you can’t do it personally, you can reach out to the person through a letter or send them a message.
• You can also seek help from your elders, teachers, guidance counselor, or parents.
• If the situation does not improve, there are available hotlines you can turn to online.
• Remember, a bully is attempting to exert power over you. So if they are bullying you because of a physical characteristic, for example, responding with a positive comment or complement back can help disarm the bully.

What the Experts Say

• Experts such as counselors should be able to confirm that the situation happening is bullying.
• They should be able to identify the short and long-term effects of bullying.
• In school, teachers must be aware of the policies regarding bullying.
• Discussions about it can also help, but it would be better to have interactive activities in the class.
• It is also highly advisable to take immediate action whenever bad situations like bullying happen.
• Therapists can help understand what is happening, how to respond, and how to deal with bullying.

Bullying Worksheets

This is a fantastic bundle that includes everything you need to know about Bullying across 21 in-depth pages. These are ready-to-use worksheets that are perfect for teaching kids about Bullying, which is an unwanted behavior characterized by aggressiveness and misuse of power.

Complete List of Included Worksheets

Below is a list of all the worksheets included in this document.

• Bullying Facts
• The Two Sides
• How Am I Bullied?
• Me As A Bystander
• I Encountered One
• Cyber World
• Art’s Message
• Gentle Reminder
• A Story To Tell
• A Word From Them

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Link will appear as Bullying Facts & Worksheets: https://kidskonnect.com - KidsKonnect, November 14, 2022

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Home — Essay Samples — Social Issues — Bullying

Argumentative Essays on Bullying

Understanding and addressing the issue of bullying is of paramount importance in today's society. Choosing the right essay topic can make a significant impact, not only in your academic journey but also in raising awareness about this critical issue. This webpage is designed to assist college students in finding diverse and engaging essay topics related to bullying. Remember, your creativity and personal interest can contribute to meaningful discussions and solutions, so let's begin!

Argumentative Essays

Argumentative essays require you to take a stance on an issue and provide evidence to support your position. Here are some bullying-related topic examples:

• Should cyberbullying be considered a criminal offense?
• Is zero-tolerance bullying policy effective in schools?
• How does bullying affect the mental health of victims?

Introduction Paragraph Example:

Bullying, particularly in the digital age, has evolved into a pressing concern that demands our attention and action. In this argumentative essay, we will delve into the contentious issue of whether cyberbullying should be deemed a criminal offense. By examining the psychological and emotional harm it inflicts on victims and the potential legal implications, this essay will advocate for a stricter stance on cyberbullying.

Conclusion Paragraph Example:

To conclude, this argumentative essay has demonstrated the urgent need for legal measures against cyberbullying. By recognizing its devastating impact and the potential consequences for perpetrators, society can take a decisive step towards curbing this digital epidemic and ensuring a safer online environment for all.

Compare and Contrast Essays

Compare and contrast essays involve examining the similarities and differences between two aspects of bullying-related subjects. Here are some topic examples:

• Compare and contrast the effects of cyberbullying and traditional bullying on victims.
• Contrast the approaches to bullying prevention in different countries.
• Compare the psychological profiles of bullies and their victims.

In the realm of bullying, there exists a wide spectrum of approaches and consequences. This compare and contrast essay will explore the distinct effects of cyberbullying and traditional bullying on victims. By examining the methods, impact, and prevention strategies associated with these two forms of bullying, we can gain valuable insights into the complex issue of bullying.

In conclusion, this compare and contrast essay has shed light on the differing dynamics of cyberbullying and traditional bullying. By recognizing the unique challenges each presents and the corresponding prevention measures, we can develop more targeted strategies to address these harmful behaviors effectively.

Descriptive Essays

Descriptive essays aim to create a vivid picture of a subject through detailed and sensory-rich language. Here are some topic examples:

• Describe the emotional toll of bullying on a victim.
• Portray a school environment where bullying is eradicated.
• Illustrate a scenario where empathy and kindness triumph over bullying.

Step into the world of emotions and experiences as we embark on a descriptive journey to understand the profound impact of bullying on a victim's life. Through intricate details and sensory imagery, this essay will transport you to the heart-wrenching reality faced by those who are bullied.

In conclusion, this descriptive essay has painted a poignant picture of the emotional turmoil that bullying inflicts on its victims. By shedding light on the human suffering caused by bullying, we hope to inspire empathy and motivate actions that lead to a kinder and more inclusive society.

Persuasive Essays

Persuasive essays aim to convince the reader of a particular viewpoint or argument. Here are some topic examples:

• Convince educators to implement comprehensive anti-bullying programs in schools.
• Persuade parents to be more involved in identifying and preventing bullying behaviors.
• Argue for the importance of educating students about the consequences of bullying.

Educators, parents, and policymakers, it's time to take a stand against bullying. In this persuasive essay, we will present a compelling case for the implementation of comprehensive anti-bullying programs in schools. By examining the long-term benefits and the potential reduction in bullying incidents, we aim to persuade you of the urgency of this matter.

To conclude, this persuasive essay underscores the importance of implementing comprehensive anti-bullying programs in schools. By prioritizing prevention and education, we can create a safer and more nurturing environment for students, ensuring that they thrive academically and emotionally.

Narrative Essays

Narrative essays tell a story and often convey a personal experience or life lesson. Here are some topic examples:

• Share a personal experience of overcoming bullying and the lessons learned.
• Write about a moment when bystander intervention made a difference in a bullying situation.
• Describe a school's journey in transforming its culture to eliminate bullying.

Life is a journey filled with challenges, and in this narrative essay, we will delve into a personal experience that revolved around the issue of bullying. Through the lens of this impactful story, we will uncover valuable lessons learned and the transformative power of resilience and empathy.

In conclusion, this narrative essay has highlighted the transformative journey of overcoming bullying and the importance of bystander intervention. By sharing these stories, we hope to inspire others to stand up against bullying and create a more compassionate and inclusive society.

Engagement and Creativity

When selecting a bullying essay topic, allow your passion and creativity to shine. Your unique perspective can contribute to a deeper understanding of this issue and inspire positive change. Each essay type offers a distinct avenue for exploring bullying-related subjects.

Educational Value

Each essay type serves a purpose and helps you develop different skills:

• Argumentative essays enhance your analytical thinking and persuasive writing skills.
• Compare and contrast essays sharpen your ability to critically analyze and organize information.
• Descriptive essays improve your skills in using vivid language to convey emotions and experiences.
• Persuasive essays develop your ability to persuade and motivate action.
• Narrative essays allow you to share personal experiences and convey important life lessons.

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The Impact of Social Media on Bullying Among Children

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The Importance of Bullying Awareness and Prevention

Bullying: a psycho-legal study, the importance of being aware about bullying, do schools do enough to prevent bullying, the reasons why the community needs to start up against bullying, the issues of cyber bullying, bullying: a serious problem that needs to be fought against, we should all pitch in to stop bullying, cyberbullying: problem and solution for children, an informative bullying, its causes, effects and ways to tackle, the problem of bullying in modern society, features of short term and long-term effects of bullying, my elementary years and the bullying that came with them, discussion on the issue of bullying and cyber bullying, bullying and harassment in the workplace, implementation of zero-tolerance policy in schools to stop bullying, cyberbullying: history and causes, negative effects and solutions, the impacts of bullying on people in "the kite runner", bullying prevention: implementing anti-bullying programs in schools, the harm and effects of cyber bullying.

Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate.

Bullying is a subcategory of aggressive behavior characterized by the following three criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying has been classified into different types. These can be in the form of nonverbal, verbal, or physical behavior. Another classification is based on perpetrators or the participants involved, so that the types include individual and collective bullying. Other interpretation also cite emotional and relational bullying in addition to physical harm inflicted towards another person or even property. There is also the case of the more recent phenomenon called cyberbullying.

Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness. Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties. A mental health report also found that bullying was linked to eating disorders, anxiety, body dysmorphia and other negative psychological effects, or even suicide.

In the US, 1 in 5 students ages 12-18 has been bullied during the school year. Approximately 160,000 teens have skipped school because of bullying. More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied. 6th grade students experience the most bullying (31%). The most commonly reported type of bullying is verbal harassment (79%), followed by social harassment (50%), physical bullying (29%), and cyberbullying (25%).

1. Brank, E. M., Hoetger, L. A., & Hazen, K. P. (2012). Bullying. Annual Review of Law and Social Science, 8, 213-230. (https://www.annualreviews.org/doi/abs/10.1146/annurev-lawsocsci-102811-173820) 2. Rettew, D. C., & Pawlowski, S. (2016). Bullying. Child and Adolescent Psychiatric Clinics, 25(2), 235-242. (https://www.childpsych.theclinics.com/article/S1056-4993(15)00117-0/fulltext) 3. Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works?. School psychology international, 28(4), 465-477. (https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0038928) 4. Fekkes, M., Pijpers, F. I., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health education research, 20(1), 81-91. (https://academic.oup.com/her/article/20/1/81/632611) 5. Einarsen, S. (1999). The nature and causes of bullying at work. International journal of manpower, 20(1/2), 16-27. (https://www.emerald.com/insight/content/doi/10.1108/01437729910268588/full/html?fullSc=1&fullSc=1&mbSc=1&fullSc=1&fullSc=1&fullSc=1) 6. Farrington, D. P. (1993). Understanding and preventing bullying. Crime and justice, 17, 381-458. (https://www.journals.uchicago.edu/doi/abs/10.1086/449217) 7. Smith, P. K. (2004). Bullying: recent developments. Child and adolescent mental health, 9(3), 98-103. (https://acamh.onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-3588.2004.00089.x) 8. Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590. (https://journals.sagepub.com/doi/pdf/10.1177/070674370304800904)

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Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects Annotated Bibliography

The traditional bullying in schools and young people’s groups that is typical for periods of childhood and adolescence is often supported or changed with cyber-bullying today. The problem of cyber-bullying became actively discussed only recently, when adolescents’ suicides caused by this social phenomenon attracted the public attention. The existing scholarly literature on the topic actively discusses the difference between cyber-bullying and face-to-face bullying. There are many pieces of research and surveys on the use of intervention programs to decrease the rates of cyber-bullying in the educational institutions’ settings. Researchers have also paid much attention to the relationship between cyber-bullying and depression rates amongst young persons. The detailed examination of this literature is important in order to find answers to the following research question: Are young people who are cyber-bullied at a higher risk for suicide than young ones who are bullied face-to-face?

Carpenter, L. M., & Hubbard, G. B. (2014). Cyberbullying: Implications for the psychiatric nurse practitioner. Journal of Child and Adolescent Psychiatric Nursing, 27 (3), 142-148.

Carpenter and Hubbard focused on discussing cyber-bullying as a new form of bullying that has a threat of developing significant psychiatric symptoms in adolescents. The researchers presented the recent statistics in order to illustrate the negative social and psychological effects of cyber-bullying in contrast to the traditional bullying in schools. They also accentuated the data on the rates of suicide attempts among those adolescents who suffered from cyber-bullying and experienced difficulties in communicating with peers. The reference to this article is important for the analysis of such adverse effects of cyber-bullying as suicide attempts in comparison with the social and mental effects of the traditional bullying on adolescents.

Cross, D., Shaw, T., Hadwen, K., Cardoso, P., Slee, P., Roberts, C.,… & Barnes, A. (2015). Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior. Aggressive Behavior , 9 (9), 1-15. Web.

In their article, Cross and the group of researchers presented the results of the practice of integrating the Cyber Friendly Schools program in the Australian schools. The implemented program was oriented to decrease the percentage of cyber-bullying cases in schools. The researchers examined the students’ experiences after implementing the program during the period of 2010-2012, and they found that the prevention program worked to reduce the cases of cyber-bullying in schools significantly. However, the positive effect was decreased with references to the teachers’ inability to integrate the program completely along with traditional practices oriented to the bullying prevention. This article discusses cyber-bullying as an important social problem, and the evidence presented in the study is significant in order to analyze the spread of cyber-bullying in schools and its impact on students with the focus on their reported experiences.

Na, H., Dancy, B. L., & Park, C. (2015). College student engaging in cyberbullying victimization: Cognitive appraisals, coping strategies, and psychological adjustments. Archives of Psychiatric Nursing, 29 (3), 155-161.

The article allows understanding how cyber-bullying and victimization can cause the depressive state and suicidal thoughts in young people. Na, Dancy, and Park completed the study on the question of students’ appraisal of such forms of bullying as cyber-bullying in the college settings and on their personal responses to the cases of cyber-bullying. It was found with the help of using questionnaires that victims of cyber-bullying suffered from significant levels of depression. These symptoms were observed especially when cyber-bullying was public and supported by other students. These students were inclined to develop coping strategies, and if these strategies were weak, the bullied persons often had suicidal thoughts. This article is a useful source in order to discuss how cyber-bullying is perceived by students differently, and what strategies they can use in order to adapt to cyber-bullying in comparison to the traditional form of bullying that can be discussed as rarely resulting in such consequences as suicidal thoughts.

Perren, S., Dooley, J., Shaw, T., & Cross, D. (2010). Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents. Child and Adolescent Psychiatry and Mental Health , 4 (28), 1-10.

This article answers the question whether or not adolescents who are bullied during face-to-face contacts or cyber-bullied while using mobile phones and computers have a higher risk for the development of depression. The researchers used a questionnaire in order to assess the young people’s perceptions regarding their bullying experiences. It was found that those students who were bullied face-to-face or cyber-bullied were inclined to demonstrate severe depressive symptoms. Moreover, the level of depression in cyber-bullied individuals was even higher than in other bullied persons. This article is directly focused on the P.I.C.O question used for the research because it explains whether cyber-bullied adolescents suffer from depression oftener than traditionally bullied students. It is important to refer to the authors’ ideas associated with their statements that depression caused by cyber-bullying can lead to suicidal ideations and even to the suicide.

Sticca, F., & Perren, S. (2013). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence , 42 (5), 739-750.

In their research, Sticca and Perren addressed the question of differences between cyber-bullying and traditional bullying directly. In order to investigate how cyber-bullying can be perceived as worse than traditional bullying, the researchers determined the criteria for the comparison: the used medium; the associated publicity; and the level of anonymity. It was found that adolescents are inclined to discuss the worse type of bullying with the focus on the public character of the possible harassment and on the level of anonymity, when the control over the bully is minimal. This article is important for the current research because it directly analyzes the difference between cyber-bullying and traditional bullying. While referring to the comparison of the factors in this article, it is important to examine the higher impact of cyber-bullying on young people in contrast to the traditional bullying.

Williams, S. G., & Godfrey, A. J. (2011). What is cyberbullying and how can psychiatric-mental health nurses recognize it. Journal of Psychosocial Nursing and Mental Health Services , 49 (10), 36-41.

In their article, Williams and Godfrey discussed how the modern cyber-bullying is different from the traditional bullying and what negative mental and social consequences can be associated with cyber-bullying. The researchers considered those adolescents who actively use electronic devices as the risk group, and they determined typical mental and physical consequences of being cyber-bullied. Much attention was paid to the problem of suicide as an adolescents’ response to cyber-bullying in the peer group. The article is helpful because it discusses the differences between cyber-bullying and traditional bullying in the context of the nursing practice. In addition, the authors provided the discussion of the risk of suicide in the context of adolescents’ mental problems.

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IvyPanda. (2022, June 15). Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects. https://ivypanda.com/essays/cyber-bullying-versus-traditional-bullying-and-its-psychological-effects-annotated-bibliography/

"Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects." IvyPanda , 15 June 2022, ivypanda.com/essays/cyber-bullying-versus-traditional-bullying-and-its-psychological-effects-annotated-bibliography/.

IvyPanda . (2022) 'Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects'. 15 June.

IvyPanda . 2022. "Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects." June 15, 2022. https://ivypanda.com/essays/cyber-bullying-versus-traditional-bullying-and-its-psychological-effects-annotated-bibliography/.

1. IvyPanda . "Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects." June 15, 2022. https://ivypanda.com/essays/cyber-bullying-versus-traditional-bullying-and-its-psychological-effects-annotated-bibliography/.

Bibliography

IvyPanda . "Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects." June 15, 2022. https://ivypanda.com/essays/cyber-bullying-versus-traditional-bullying-and-its-psychological-effects-annotated-bibliography/.

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