IndexDiscussionFrameworkAnalysisMethodologyResultsRecommendationConclusionThe article entitled "Youth, social media and cyberbullying among young Australians: sick friends" was produced by five authors called 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 relating to young Australians and teachers on social media use and cyberbullying. The strong point of the article is about adversarial peer relationships online and the school's bullying policy that combats cyberbullying. There are two vital areas for young Australians: school and social media available online. The author interprets the data in the article using Bourdieu's Theory which consists of the productive notions of field, social capital and cultural capital. As for the basic overview, the author explained the common terms used in the article which are bullying, cyberbullying, youth and new media. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get Original Essay Discussion According to Ringrose (2008), bullying is an act of behavior aimed at repeatedly harming a human being with intention where the victim will face difficulties to defend himself. On the other hand, cyberbullying is defined as an aggressive online act or behavior using electronic means against a particular group or individual repeatedly over time (Smith, 2012). The author recognized several characteristics that distinguish cyberbullying and offline bullying, namely technological competence, the possibility of remaining anonymous, the relative distance, the complexity of the role of spectator, the indirect guarantor of the acquired status and the struggle to escape the harassment. Price and Dalgleish (2010) exaggerated the impact of cyberbullying when it invades an individual's private sphere. Other negative consequences occur through the offline environment; receiving mean and hurtful personal attacks, public shaming, and humiliation even in the online environment; hacking of individual accounts and devices, identity theft, and feeling stressed when responding to hateful comments posted on your social media account. The author also cited Weinstein and Selman (2014) who stated that acts of meanness and cruelty such as online impersonation, personal attacks, public shaming, and humiliation are migrating to the digital platform. It was found that digital gadgets had both positive and negative implications in the context of communicating with adolescents, depending on the usage of the gadgets within themselves. Based on a study conducted by Patchin and Hinduja (2006), they found that young people under the age of 18 had experiences of being ignored, insulted, mocked, threatened, tormented, made fun of, and having bad rumors spread about of them. The author deduced that the accessibility of technology increases the tendency for continued personal suffering due to cyberbullying. Referring to the previous study by Tapscott (1998), he found that technology has influenced the way young people think. On the other hand, Buckingham (2013) stated that the digital generation nowadays are young people and his vision of the situation contradicts Tapscott's vision as he opposes the fact that the technological concept spread in new media is an increase of the face-to-face meeting. social interactions. Online technologies often depend on establishing public boundaries and privacy. Therefore, personal secrets published online could spread toa huge crowd for their source of hilarity to seep into other people's insecurities. Peer disputes that occur online can lead to physical fights on school grounds. The author found that young people value their friendship in virtual life, hence Livingstone's (2008) saying goes: “Friendship has always been made, exposed and broken”. In the relative perspective of social status of offline peers , there are two states in the context of friendship; winner and loser. Offline peer interaction can result in cyberbullying due to the abuse of the opportunity to be close to a peer and represent relational hostility who deal with cyberbullying, Erdur-Baker (2010) highlighted that peer bullying activities go beyond the scope of schools. The main problem of schools in curbing cyberbullying emerges from the traditional beliefs about the causes of bullying. Frisen (2013) identified two criteria in the standard definition of bullying that they confuse with cyberbullying: repetition and power imbalance. The author cited a source from Vandebosch & Van Cleemput (2009) who stated that the repetition norm 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 main measure especially among boys. But cyberbullying is often not associated with physical coercion. The act may not happen online, but the threats may come. In the aspect of gender differences, the author launched an initiative to involve both men and women by leading discussions between teachers and young people. Regarding the mixed results for both genders, the author found that gender dissimilarity was not a major cause of either gender being the bully or the victim. Various responses regarding the study were received. A school teacher said that cyberbullying is usually something girls do. This statement is similar to an empirical study by Slonje et al. , (2013) which identified more girls as victims of cyberbullying than boys. Meanwhile, the results of an observation study informed that boys are more involved in bullying of which the victims are among girls (Li, 2006) and that opinion is completely contrary to the study reports produced by Erdur-Baker (2010) who argued that boys were radically more cyberbullies than girls. . Therefore, it is obvious that gender differences do not allow an individual to be involved in bullying and cyberbullying. Furthermore, the appearance and consequences of bullying are addressed differently by men and women (Ringrose, 2008). Referring to the findings of Hutzell & Payne (2012), the author stated that bullying among boys usually includes support for masculinity which is exercised through physical aggression. Unlike women, they usually use a covert and discriminatory approach to proclaim dominance over their peers. Another additional approach to bullying against girls is spreading gossip and slander, fat-shaming and the most concerning issue closely related to their behavior is "bitching", which is an act of supporting power and status using malevolence that can be defined as hateful or ugly that intentionally causes emotional harm. Framework of analysis In the framework of the analysis, the author used Bourdieu's theory of the Field and forms of capital. 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, dispositions and positions which, when everything iscombined, it will establish an objective hierarchy. To simplify the meaning, camps are places where problems occur or are places of struggle. In the context of youth and cyberbullying, cyberspace and school are the “fields” because that is where the act of bullying is carried out online or physically. In addition to this, social capital is the aggregate of current or potential resources linked to the possession of a durable network of more or less consolidated relationships of mutual acceptance and recognition (Bourdieu, 1986). The author understands social capital as addressing the connections that connect between individuals who exist and maintain mutual understanding within the fields of cyberspace and schools. Therefore, individuals who are liked, admired, and respected by others gain a greater amount of social capital or followers. It is closely associated with highly valued trust, confidentiality and loyalty. On the other hand, cultural capital is knowledge related to a right social vision, desires and fashion sense that concern a privileged cultural position in the sectors. For example, a teenager with little knowledge of cultural capital related to social media may be unaware of the application's setup or be completely unaware of how it works. Due to the lack of cultural capital, the adolescent is ridiculed, teased and labeled names by individuals with high social capital.MethodologyThe methodology for the topic cyberbullying among young people at school and their emotional comfort is an approach of Qualitative research used to allow real-time interaction or face-to-face explanation. The method conducted was the semi-structured interview. Before carrying out the actual interview, a draft interview was tested to test the effectiveness of the method. The outcome of the draft interview has been revised and improvement questions have been included in the list of questions related to the experience and the sequence of questions will be asked. The first question during the interview is the interviewee is asked their definition of bullying and cyberbullying. The question was followed by whether they had already witnessed the situation and finally it was about their personal experience and involvement whether they have ever been bullied or become a bully. The demographic scope of the interview included a total of 10 students with an equal proportion of gender aged between 15 and 18 respectively and also the participation of a male and female teacher to generate opinions from an educational perspective. The location of the interview conducted was an undisclosed Catholic high school located in urban New South Wales, Australia. Results Since this was a qualitative research, the responses received from the interviewees varied from each other. In the research, several samples of results are collected for each question. The findings related to the definition of bullying and cyberbullying are explained and summarized by the author. Key agents include the pupils who bully, the victims and the teachers who try to break up the relationship. According to Bourdieu's theory, the struggle for capital is initiated in an attempt to maintain social and cultural capital by unknowingly practicing bullying. As for the victim, the obstacle is to survive in the social stakes while accumulating as much social and cultural capital to deal with the negative impacts. One student inferred that bullying means making someone else feel worse and humiliating oneself, which can cause self-hatred that can occur once or multiple times against a victim of the same person or different people. Meanwhile, the definition of a bully according to School.