Table of ContentsDiscussionFramework for AnalysisMethodologyFindingsRecommendationConclusionThe article titled “Youth, Social Media and Cyberbullying Among Australian Youth: Sick Friends” was produced by five authors named Pam Nilan, Haley Burgess, Mitchell Hobbs, Steven Threadgold and Wendy Alexander. The article was published in the Journal of Social Media + Society in 2015. The article describes research conducted with young Australians and teachers on the use of social media as well as cyberbullying. The highlight of the article concerns conflicting peer relationships online and the school's bullying policy combating cyberbullying. There are two vital areas for Australian youth: school and social media available online. The author interprets the data in the article using Bourdieu's theory composed of the productive notions of field, social capital and cultural capital. As for the background overview, the author explained the commonly used terms in the article, namely bullying, cyberbullying, youth and new media. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”?Get the original essayDiscussionAccording to Ringrose (2008), bullying is an act of behavior intended to repeatedly and intentionally harm another human being , where the victim will have difficulty defending themselves. himself. On the other hand, cyberbullying is defined as an aggressive act or behavior online using an electronic medium against a certain group or individual repeatedly over time (Smith, 2012). The author recognized several characteristics that distinguish cyberbullying from offline bullying: technological expertise, the ability to remain anonymous, relative distance, the complexity of the bystander role, indirect foresight of acquired status, and difficulties in escape harassment. Price and Dalgleish (2010) exaggerated the impact of cyberbullying when it invades an individual's private domain. Other negative consequences concern the offline environment; receiving petty and distressing personal attacks, public humiliation and shaming as well as in the online environment; hacking of an individual account and device, identity theft, and feeling stressed to respond to hateful remarks posted on their social media account. The author also cited Weinstein and Selman (2014) that acts of malice and cruelty such as online impersonation, personal attacks, public shaming, and humiliation are migrating to digital platforms. Digital gadgets have been found to have both positive and negative implications in the context of adolescents' communication, depending on how they use them. Based on a study conducted by Patchin and Hinduja (2006), they found that young people under the age of 18 were reportedly ignored, insulted, mocked, threatened, harassed, teased and that bad rumors were spread across the country. their subject. The author inferred that technological accessibility increases the tendency for continued personal suffering due to cyberbullying. Referring to Tapscott's (1998) earlier study, he found that technology has influenced young people's way of thinking. On the other hand, Buckingham (2013) mentioned that today's digital generation consists of young people and his point of view on the situation contradicts the point of view of Tapscott, who opposes that the technological concept diffused in the new media is an increase in face-to-face. social interactions. Online technologiesoften depend on defining the boundaries of public and private life. Thus, personal secrets published online can spread to a massive crowd so that their source of hilarity adds to the insecurity of others. Peer conflicts that arise online can lead to physical fights in the schoolyard. The author discovered that young people value their friendship in virtual life, hence Livingstone's (2008) saying: “Friendship has always been made, shown and broken”. From the relative perspective of offline peer social status, there are two statuses in the context of friendship; winner and loser. Offline interaction with peers can turn into cyberbullying due to the misuse of the opportunity to be close to a peer and the portrayal of relational hostility. Regarding schools facing cyberbullying, Erdur-Baker (2010) pointed out that peer bullying activities extend beyond the confines of schools. The school's main problem in combating cyberbullying stems from the traditional belief about the cause of bullying. Slonje, Smith, and Frisen (2013) identified two criteria in the standard definition of harassment that oppose cyberbullying: repetition and power imbalance. The author cited a source from Vandebosch & Van Cleemput (2009) that the norm of repetition is vital in the case of cyberbullying due to the constant nature of some means of electronic communication. In terms of power imbalance, physical strength and age have become the measure, especially among boys. But cyberbullying is not often associated with physical coercion. This act may not take place online, but threats to do so may occur. Regarding gender differences, the author took the initiative to engage with men and women by leading discussions between teachers and young people. Regarding the uncertain results for both genders, the author found that gender dissimilarity was not a major cause for each gender being the bully or victim. Various responses were received regarding the study. One teacher said that cyberbullying is usually done by girls. This statement is similar to an empirical study by Slonje et al. , (2013) who identified girls as cyberbullies more than boys. Meanwhile, the results of an observational study revealed that boys are more involved in bullying, the victims of which are girls (Li, 2006). This view is completely contrary to study reports produced by Erdur-Baker (2010) which claim that boys are radically more cyberbullies than girls. . It is therefore evident that gender differences do not allow an individual to be involved in harassment and cyberbullying. Additionally, the appearance and consequences of bullying are resolved differently among men and women (Ringrose, 2008). Referring to the findings of Hutzell & Payne (2012), the author mentioned that bullying among boys usually involves the maintenance of masculinity which is exercised through physical aggression. Unlike women, they generally use a covert and discriminatory approach to proclaim their dominance over their female peers. Another additional approach to bullying girls is spreading gossip and slander, shaming fat people and the most worrying topics closely related to their behavior are "bitchyness" which is an act of maintaining power and status using malice which can be defined as hateful or hateful. wicked who intentionally causeemotional harm.Framework of analysisAs part of the analysis, the author used Bourdieu's theory of the Field and Forms of Capital. The forms of capital can be divided into two: social capital and cultural capital. Bourdieu's concept of fields is defined as an accumulation of systems, rules, categories, arrangements and positions which, when combined, will establish an objective hierarchy. To simplify the meaning, fields are the place where problems arise, or a place of struggle. In the context of young people and cyberbullying, cyberspace and school are the “domains” because this is where the act of bullying is committed either online or physically. Furthermore, social capital is the set of real or potential resources linked to the possession of a lasting network of more or less established relationships of mutual acknowledgment and recognition (Bourdieu, 1986). The author understands that social capital addresses the connections between individuals that exist and maintain mutual understanding within the realms of cyberspace and schools. Thus, individuals who are appreciated, admired and reputed than others gain more social capital or followers. It is closely associated with the highly valued trust, confidentiality and loyalty. On the other hand, cultural capital is knowledge relating to a right social vision, desires and fashion sense that relate to a privileged cultural position in the fields. For example, an adolescent with little knowledge of cultural capital related to social media may be unaware of the settings of the application or have no idea how it works. Due to the lack of cultural capital, the adolescent is mocked, teased, and called names by the individual with high social capital. Methodology The methodology of the topic of cyberbullying among young people at school and their emotional comfort is a qualitative research approach that was used to allow real-time interaction or face-to-face explanation. The method used was a semi-structured interview. Before the actual interview was carried out, a draft interview was piloted to test the effectiveness of the method. The result of the interview project has been reviewed and improvement questions have been inserted into the experience question list and the sequence of questions will be asked. The first question during the interview is that the interviewee is asked about their definition of bullying and cyberbullying. The question was followed by the following question: have they ever witnessed the situation and finally, regarding their personal experience and involvement, if they have ever been bullied or become a bully. The demographic scope of the interview was a total of 10 students with an equivalent proportion of gender respectively aged 15-18 years and also the participation of a male and female teacher to generate an opinion from an educational perspective . The interview took place at an undisclosed Catholic high school located in an urban area of ​​New South Wales, Australia. Results Since this was a qualitative research, the responses received from the respondents varied from each other. Multiple samples of results on each question are collected as part of the research. The results relating to the definition of bullying and cyberbullying are explained and summarized by the author. Key agents include the students who bully, the victims, and the teachers who attempt to end the relationship. Regarding Bourdieu's theory, the struggle for capital begins with attempts to maintain social and cultural capital by unknowingly practicing harassment. As for the.