Written by : Josselyn Rafael
ABSTRACT
This study examines how hype, panic, and trends on social media resemble new forms of mass hysteria among teenagers. In today’s digital age, social media spreads information and emotions quickly, often creating waves of excitement, fear, or pressure among teens. This paper explores how viral challenges, sensational news, and trending topics can overwhelm teens, influencing their
behaviors and mental health. These online phenomena can lead to increased anxiety, a strong desire to fit in, and difficulties in managing the rapid flow of information and expectations. By looking at real-world examples and reviewing existing research, this study aims to understand how these trends affect teenagers and what can be done to support their mental well-being. The findings highlight the
need for better media literacy, encouraging critical thinking, and teaching teens how to cope with the fast-changing digital landscape, helping them navigate social media more safely and thoughtfully.
INTRODUCTION
According to Crystal Raypole (2019), mass hysteria refers to an outbreak of unusual and uncharacteristic behaviors, thoughts, feelings, or health symptoms shared among a group of people. This phenomenon can be triggered by a variety of factors, such as stress, fear, or social influence, and often spreads rapidly through communities, both in person and online. In today's digital age, the spread of information through social media can amplify these effects, leading to modern forms of mass hysteria driven by viral trends, sensational news, or collective anxieties. Understanding mass hysteria is crucial as it reveals the powerful impact of group dynamics on individual behaviors and mental health, especially among vulnerable groups like teenagers. This paper explores the concept of mass hysteria, its manifestations in the modern world, and the implications for mental health and societal well-being.
METHODS
The method used in this research is case study, which according to Cherry (2024) is "A case study is an in-depth study of one person, group, or event". In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Everything in this study is based on certain events happening.
RESULT
The research revealed several significant findings regarding the impact of mass hysteria among teenagers in the digital era. Mass hysteria has been a recurring phenomenon throughout history, driven by societal fears, rumors, and superstition. For example, the Salem witch trials of 1692 are a classic case where fear and paranoia led to the persecution and execution of individuals accused of witchcraft. In this instance, mass hysteria spread through close-knit communities fueled by fear, religious fervor, and local gossip. Another historical example is the "dancing plague" of 1518 in Strasbourg, where a group of people began dancing uncontrollably for days, leading to severe exhaustion and even deaths. These events unfolded over weeks or months, with limited geographic reach due to the slower, more localized nature of communication at the time. In contrast, modern mass hysteria in the digital age spreads much more rapidly and broadly, primarily through social media platforms. The speed and reach of the internet allow misinformation and sensational content to go viral within hours, impacting large audiences across the globe. Unlike historical cases that relied on physical gatherings or printed pamphlets, today's mass hysteria can reach millions instantly, amplifying fears and anxieties on a much larger scale.
The key difference lies in the speed and scale of these events. Historical mass hysteria was generally contained within local communities and took time to develop, allowing for eventual intervention or a natural decline. In the digital era, however, mass hysteria can escalate quickly and transcend borders,
driven by the rapid spread of information and the reinforcing effects of echo chambers on social media. This historical comparison highlights the evolving nature of mass hysteria, from localized and slower-developing events to the fast-paced, widespread phenomena of today. It underscores the need for modern strategies, such as media literacy and critical thinking, to help people—especially teenagers—navigate the challenges of mass hysteria in the digital age.
The specific modern cases analyzed in the research, such as the "Tide Pod Challenge," the "Blue Whale Challenge," the COVID-19 pandemic, and the "killer clowns" panic, were chosen based on several key criteria to ensure they accurately represent broader trends of mass hysteria among teenagers in the digital era.
First, each case was selected for its significant impact on teenage behavior and mental health. These cases gained widespread attention and participation among adolescents, making them relevant examples of how digital platforms can amplify collective behaviors and fears. The "Tide Pod Challenge" and "Blue Whale Challenge," for instance, were chosen because they involved dangerous,
real-world actions prompted by viral trends, highlighting the susceptibility of teens to online peer pressure and sensationalism.
Second, the cases were chosen for their ability to illustrate different facets of mass hysteria, including the spread of misinformation, the amplification of fear, and the reinforcement of false beliefs through echo chambers. For example, the "killer clowns" panic of 2016 serves as a clear example of how social media can spread unfounded fears, while the COVID-19 pandemic illustrates the role of digital
media in exacerbating collective anxieties with real physical and mental health impacts. Additionally, the selected cases represent broader trends in the digital age, such as the rapid dissemination of information and the influence of social media on collective behavior. The cases span a variety of contexts—from viral internet challenges to misinformation during a global crisis—demonstrating how mass hysteria can manifest in diverse scenarios but often follows similar patterns of rapid spread and emotional contagion.
By selecting cases that not only had a significant impact but also varied in nature, the research aimed to provide a comprehensive view of how mass hysteria operates among teenagers today. This approach helps to underscore the common mechanisms driving these phenomena and the importance of addressing the underlying issues of media literacy, emotional resilience, and critical thinking in the digital landscape.
Specialists have identified mass hysteria as a type of "psychogenic illness," which originates in the mind rather than from a physical cause. Despite this psychological origin, the physiological symptoms experienced by individuals are often genuine and not merely imagined. This distinction is crucial because it highlights that the physical manifestations of the illness, such as headaches, dizziness, or
nausea, are real and can significantly impact those affected (Sandoiu, 2018). This paragraph discusses how mass hysteria, also known as psychogenic illness, is a psychological condition that originates in the mind but results in real physical symptoms. Unlike illnesses caused by viruses or bacteria, psychogenic illness does not have a physical origin such as an infection or injury. Instead, it begins
with psychological factors like stress, anxiety, or suggestion. However, even though the illness starts in the mind, the physical symptoms experienced—such as headaches, fainting, stomach pain, or other bodily reactions—are not imaginary. These symptoms are very real and can cause significant discomfort and distress to those affected. This phenomenon often occurs in groups and can be
triggered by exposure to stressful situations, rumors, or observing others experiencing symptoms, which then leads to a sort of collective belief and response. The body’s reaction is a result of the powerful connection between the mind and body, where intense emotional or mental stress can manifest physically. This is why psychogenic illnesses are taken seriously; the symptoms require
attention and care even though their origins are psychological rather than physical. Understanding this connection is essential in treating and managing cases of mass hysteria, as it requires addressing both the psychological and physical aspects of the condition (Sandoiu, 2018). By recognizing mass hysteria
as a psychogenic illness, specialists can better approach treatment through psychological interventions such as stress management, counseling, and fostering a supportive environment to alleviate the symptoms and prevent the spread within groups.
Strategies to solve this is improving media literacy which is essential for navigating the complexities of digital information and reducing susceptibility to misinformation and mass hysteria. A multi-faceted approach involving curriculum enhancements and the use of specific online tools can significantly aid in this endeavor.
Curriculum suggestions for schools include integrating media literacy into existing subjects such as language arts, social studies, or science. By embedding lessons on evaluating sources, understanding bias, and analyzing media messages, students can develop critical thinking skills. For instance, incorporating fact-checking activities, where students verify the accuracy of news articles or social
media posts using reliable sources, provides practical experience in discerning credible information. Interactive lessons and workshops, including debates and group discussions on current events, also foster a deeper understanding of media's role in shaping public opinion. Additionally, media analysis projects, where students examine various media types for accuracy and bias, can enhance their analytical skills.
Partnering with media organizations offers another valuable strategy. Inviting journalists, media professionals, or fact-checkers as guest speakers can provide students with insights into the media industry and the importance of accurate reporting. Field trips to newsrooms or media organizations can further illustrate how news is produced and verified, bridging the gap between theoretical knowledge and real-world practice.
Digital literacy and online safety are critical components of media literacy education. Teaching students about online behavior, privacy, and the significance of safeguarding personal information is essential. Lessons on cyberbullying prevention are also important, as they help students recognize and
respond to online harassment, thereby understanding its impact on mental health.
To support these educational efforts, several online tools and resources are available. Fact-checking websites like Snopes and FactCheck.org provide reliable sources for verifying the accuracy of information and debunking rumors. Media literacy platforms such as the News Literacy Project and Media Literacy Now offer curricula and resources designed to help students evaluate the reliability of
news and information. Educational games and apps like BBC's "What’s the News?" and Newsela provide engaging ways to teach media literacy and current events. Online courses and webinars from platforms like Coursera and Khan Academy offer additional resources for both students and educators to deepen their understanding of media literacy and digital citizenship. Lastly, browser extensions like NewsGuard and AdBlock Plus help users identify trustworthy news sources and reduce the impact of misleading ads, respectively.
By incorporating these strategies and utilizing available resources, schools and educators can significantly improve media literacy among students, equipping them with the skills needed to critically assess information and navigate the digital landscape effectively. Several successful media literacy programs offer valuable models that can be adapted for other communities seeking to improve media literacy.
The News Literacy Project (NLP) provides a robust framework for teaching students how to distinguish credible information from misinformation. Their “Checkology” virtual classroom offers interactive and engaging tools, including lesson plans and simulations that help students understand news literacy in a practical context. This model can be adapted by other communities by incorporating similar technology-driven resources and interactive elements into local educational programs.
Media Literacy Now is another influential organization that has effectively advanced media literacy education through advocacy and curriculum development. Their efforts have led to the integration of media literacy into school standards in various states. The organization provides comprehensive toolkits and professional development resources that can be utilized by other communities to promote media literacy education and advocate for its inclusion in school curricula.
The Center for News Literacy at Stony Brook University offers a university-based course that has been successfully adapted for high school settings. Their curriculum emphasizes critical thinking and the evaluation of news sources through a combination of lectures, discussions, and practical exercises. Communities can model this program by developing similar courses tailored to different educational
levels and contexts, ensuring that students receive targeted and age-appropriate media literacy education.
Common Sense Media offers a range of resources aimed at teaching digital citizenship and media literacy. Their curriculum includes age-appropriate lessons on media consumption, privacy, and online safety, providing engaging and interactive content. Other communities can adapt these resources to fit
local educational settings and age groups, ensuring that students are well-equipped to navigate the digital world.
The Digital Citizenship and Responsibility Program by the International Society for Technology in Education (ISTE) focuses on fostering responsible technology use and digital citizenship among students. ISTE provides guidelines, lesson plans, and professional development resources that communities can use to create tailored programs addressing local needs while promoting responsible digital behavior and media literacy.
Finally, Teaching Tolerance, a project of the Southern Poverty Law Center, offers educational resources that integrate media literacy with broader curricula focused on tolerance and understanding. Their materials, including lesson plans and educational resources, can be adapted to local contexts to
address specific community needs and promote critical thinking alongside media literacy. By leveraging these successful programs and adapting them to fit local contexts, communities can effectively enhance media literacy education and better prepare individuals to navigate the complexities of the digital information landscape.
CONCLUSION
In conclusion, understanding the historical context of mass hysteria alongside modern phenomena reveals significant changes in how these events unfold and affect individuals. By adopting proven media literacy strategies and tailoring successful programs to local needs, communities can better prepare teenagers to handle the complexities of the digital world and reduce the psychological and social impacts of mass hysteria.
REFRENCES
Raypole, C. (2019, September 30). Emotional contagion: Definition, causes, and how to avoid it. Healthline. https://www.healthline.com/health/emotional-contagion
Cherry, K. (2024, January 18). How to write a psychology case study. Verywell Mind.
Sandoiu, A. (2018, June 27). Mass hysteria: The psychology of a pandemic. Medical News Today. https://www.medicalnewstoday.com/articles/322016
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