. Introduction
The exponential growth of electronic and computer based communication and information sharing during the last decade has drastically altered individuals' social interactions, learning strategies and choice of entertainment. In particular, there is a rapid rise of social networking on the Internet created by the growing access and use of electronic communication tools such as e-mail, websites, instant messaging, webcams, chat rooms, social networking sites, blogs, and text messages (Hinduja and Patchin, 2009, Palfrey and Gasser, 2008 and Schrock and Boyd, 2008). Indeed it has been suggested that the majority of youth view these electronic communication tools as “critical tools for their social life” (Kowalski, Limber, & Agatston, 2008, p. 2). The Internet provides innumerable possibilities for growth among children and youth, including benefits such as social support, identity exploration, and development of interpersonal and critical thinking skills, as well as educational benefits generated from expansive access to knowledge, academic support, and worldwide cross-cultural interactions (Gross, 2004, Jackson et al., 2006 and Valkenburg and Peter, 2007). Although most of the interactions are considered positive or neutral, more recent attention has focused on understanding cyber risks and the potential for abuse as youth spend more time online than ever before (Mitchell et al., 2003 and Shariff, 2009).
Although traditional bullying has long been considered a school-based problem (Craig & Pepler, 2008), electronic communication tools are moving the discussion of bullying into the realm of the electronic information highway. Similar to traditional bullying, cyber bullying, also known as electronic bullying or online social cruelty (Kowalski et al., 2008), includes “willful and repeated harm inflicted” (Hinduja & Patchin, 2009, p. 5) towards another. What makes cyber bullying distinct is the use of electronic communication technology as the means through which to threaten, harass embarrass, or socially exclude (Hinduja and Patchin, 2009, Patchin and Hinduja, 2006 and Williams and Guerra, 2007). Cyber bullying can encompass the use of an electronic medium to sexually harass (Hinduja and Patchin, 2008 and Shariff and Johnny, 2007), including distributing unsolicited text or photos of a sexual nature or requesting sexual acts either online or offline (Schrock & Boyd, 2008). There has been a recent spike in the academic literature devoted to this new form of bullying (Berson et al., 2002, Hinduja and Patchin, 2009, Lenhart, 2007, Mitchell et al., 2003, Wolak et al., 2006, Ybarra and Mitchell, 2004a and Ybarra and Mitchell, 2004b) including large surveys to determine normative data on the prevalence and character of cyber bullying.
6. Conclusion
The UN Convention on the Rights of the Child (UNCRC) (United Nations, 1998) identifies adults as responsible to protect children from all forms of physical and mental violence, injury or abuse. Children's and adolescents' regular and intense involvement in the cyber world and the rapid growth of cyber bullying signal an urgent call to action for prevention and protection of children and youth. Today's young wired generation increasingly relies on the Internet and other forms of technology for entertainment, information, personal help and advice, and importantly for social connection and interactions. It is essential that adults acknowledge, understand and accept the Internet and communication technology as a viable and real means of relating for children and youth in order to provide needed guidance and protection, and to keep children safe.
