Cyberbullying: youngsters' experiences and parental perception.

This paper describes a survey on the prevalence and nature of cyberbullying of and by youngsters and the parental perceptions. Two questionnaires, one for youngsters and one for their parents, were sent to 1,211 final-year pupils of primary schools and first-year pupils of all levels of secondary schools and their parents. Pupils completed the questionnaires in their classroom, and parents completed them at home. The results show that about 16% of the youngsters had engaged in bullying via the Internet and text messages, while about 23% of the youngsters had been victims of cyberbullying. Cyberbullying seems to be a rather anonymous, individualistic activity, which primarily takes place at home. The most frequently used nature of harassment were name-calling and gossiping. Youngsters mostly react to cyberbullying by pretending to ignore it, by really ignoring it, or by bullying the bully. Most parents set rules for their children about the way to they should use the Internet but are not really conscious of the harassments. They underestimate their own children's bullying behavior and have insufficient notion of their children as victims of bullying.     

Cyberbullying status and mental health in Norwegian adolescents

The aim of the present study was to examine how the cyberbullying status (not involved, cyber-victim only, cyberbully only, cyber-victim and bully) is related to the mental health of the adolescents when controlled for traditional bullying experience. We also examined the potential moderator sex on the relationship between cyberbullying status and mental health. Univariate analyses of variance were conducted to predict mental health problems using the Strength and Difficulties Questionnaire total difficulties score and its five scales. The model consisted of five predictors in addition to an interaction term between cyberbully status and sex. Of the 2,117 adolescents, 50% were girls. The vast majority did not have any cyberbullying experience (87%), 9% of the adolescents were cyber-victims only, 1% were cyberbullies only and 3% were both cyber-victims and bullies. Overall, girl's mental health seems to be more compromised when exposed to or involved in cyberbullying than boys mental health. In general, adolescents who are not only cyberbullies and cyber-victims, but also cyber-victims only had a worse mental health compared to adolescents without cyberbullying experience. Being exposed to cyberbullying is a unique contributor to mental health problems. Preventing cyberbullying is therefore important. Especially girl's mental health seems to be negatively affected when exposed to cyberbullying.     

Cyberbullying: Another main type of bullying?

Cyberbullying has recently emerged as a new form of bullying and harassment. 360 adolescents (12-20 years), were surveyed to examine the nature and extent of cyberbullying in Swedish schools. Four categories of cyberbullying (by text message, email, phone call and picture/video clip) were examined in relation to age and gender, perceived impact, telling others, and perception of adults becoming aware of such bullying. There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges. Gender differences were few. The impact of cyberbullying was perceived as highly negative for picture/video clip bullying. Cybervictims most often chose to either tell their friends or no one at all about the cyberbullying, so adults may not be aware of cyberbullying, and (apart from picture/video clip bullying) this is how it was perceived by pupils. Findings are discussed in relation to similarities and differences between cyberbullying and the more traditional forms of bullying.     

Bystanders’ responses to offline bullying and cyberbullying: The role of empathy and normative beliefs about aggression

Cyberbullying often takes place with the virtual presence or knowledge of bystanders. While we have some evidence about the determinants of bystanders’ responses to offline bullying, we lack empirical studies concerning the variables that influence bystanders’ responses to cyberbullying. The current study examines bystanders’ responses to offline bullying and cyberbullying incidents. Two types of responses were captured: support toward the victims and the reinforcement of bullies’ actions. Using data from 321 German adolescents (ages 12–18; M = 14.99; 44% girls), the association between bystanders’ responses and normative beliefs about verbal aggression and cyberaggression, and affective and cognitive empathy, were tested in a path model. Both types of normative beliefs positively predicted the reinforcement of bullies, and normative belief about verbal aggression also predicted support for the victims of offline bullying. Both types of empathy predicted support in offline bullying, but only affective empathy predicted support in cyberbullying. There was no link between affective or cognitive empathy to the reinforcement of bullies. Moreover, bystanders’ tendencies to respond supportively to the victim or to reinforce the bully were rather consistent in both cyber‐ and offline bullying, but there was no link between support and reinforcement. The findings are discussed with regard to implications for prevention and intervention efforts.     

Differences in Friendship Networks and Experiences of Cyberbullying Among Korean and Australian Adolescents

ABSTRACT

Cyberbullying is one of the negative consequences of online social interaction. The digital environment enables adolescents to engage in online social interaction beyond the traditional physical boundaries of families, neighborhoods, and schools. The authors examined connections to friendship networks in both online and offline settings are related to their experiences as victims, perpetrators, and bystanders of cyberbullying. A comparative face-to-face survey of adolescents (12–15-year-olds) was conducted in Korea (n = 520) and Australia (n = 401). The results reveal that online networks are partially related to cyberbullying in both countries, showing the size of social network sites was significantly correlated with experience cyberbullying among adolescents in both countries. However there were cultural differences in the impact of friendship networks on cyberbullying. The size of the online and offline networks has a stronger impact on the cyberbullying experiences in Korea than it does in Australia. In particular, the number of friends in cliques was positively related to both bullying and victimization in Korea.     

Cyberbullying in a diverse society: comparing Jewish and Arab adolescents in Israel through the lenses of individualistic versus collectivist cultures

The purpose of this study was to examine the differences in cyberbullying (bystanders, victims, bullies) between Jewish and Arab adolescents in Israel. The findings could uncover critical implications for children, educators, and policymakers for understanding Cyberbullying in a diverse society. In particular, the differences in cyberbullying between collective and individualistic societies and the effect of gender bias on the likelihood of engaging in cyberbullying. Two cultural contexts in Israel were explored: one representing a collectivist orientation (Arab-Muslim and Arab-Christian culture), the other representing a more individualistic orientation (Jewish culture). The study included 901 junior high and high school students (501 Jewish-Israelis and 400 Arab–Israelis), which filled in an online cyberbullying survey. Findings revealed that Jewish adolescents reported being cybervictims and cyberbystanders more than Arab adolescents, yet contrary to expectation, Arab adolescents reported being cyberbullies more than Jewish adolescents. Contrary to expectation, no gender differences in being a bully were found among Jewish adolescents, while among Arab adolescents, girls reported higher bullying than boys. The cultural difference was significant among girls, revealing that Jewish girls were higher than Arab girls on bystanding and victimization, yet Arab girls were higher than Jewish girls on bullying in cyberspace. The cultural difference was not significant among boys. Using online communication as a theoretical framework, this study observed aspects of cyberbullying in the diverse and multicultural society of Israel through the lenses of individualistic versus collectivist cultures. The findings and their implications are further discussed and shed more light on cyberbullying in a diverse and multicultural society.     

Perceived reasons for the negative impact of cyberbullying and traditional bullying

We investigated what perceived reasons may be involved in the negative feelings that a victim of bullying may have, and how these relate to four forms of bullying (direct traditional bullying, indirect traditional bullying, cyberbullying public forms, and cyberbullying private forms). In Study 1, nineteen Swedish pupils participated in focus groups to elicit a range of perceived reasons for negative emotional experiences when bullied, yielding reasons of Publicity, Threat, Lack of effective coping strategies, Lack of social support, Persistence, No escape and Anonymity. In Study 2 we investigated how relevant these seven reasons were for the four types of bullying, with 499 Swedish pupils aged 12–16 years. Reasons differed by age, gender, and type of bullying. Findings are discussed in relation to coping and support strategies for different types of bullying.     

Cyber- and face-to-face bullying: who crosses over?

A total of 3956 children aged 12–13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the offender whereas eight percent had been involved in cyberbullying as victim and/or offender. The vast majority (95 %) of those involved in cyberbullying were also involved in traditional bullying. Children involved in both traditional bullying and cyberbullying were compared with those involved in only traditional bullying. Boys were more likely to be involved in both types of bullying than girls. Children with friends involved in delinquent activities and who did not have trustworthy and supportive friends were more likely to bully both traditionally and in cyberspace. Computer proficiency and use did not differentiate children who had crossed over from those who had not, although computer use for socializing purposes had some predictive value in identifying those children who crossed over. The study reflects the value of school interventions for children as they approach adolescence, covering both traditional bullying and cyberbullying, and targeting social relationships in order to teach children how to manage them safely and intelligently.     

A Review of the Literature on Bullying in U.S. Schools and How a Parent–Educator Partnership Can Be an Effective Way to Handle Bullying

Bullying has been studied for many years in the U.S. and other countries. This article is a review of the literature focusing on the laws (state and federal) pertaining to bullying and the long-term effects of being a bully. In addition, the article provides an overview of the five different types of bullying: (a) physical bullying, (b) verbal bullying, (c) bullying through relational aggression, (d) bullying through social aggression, and (e) cyberbullying. Focus is also given to the emotional and physical behaviors of the (a) bully, (b) passive victim, (c) bully victim, and (d) bystander, as well as the short- and long-term effects of bullying on each of them. The last part of the article focuses on the importance of having a parent–educator partnership with zero tolerance for bullying.     

Cyberbullying: Challenges and opportunities for a research program—A response to Olweus (2012)

Olweus raises some important issues, but I argue that he underestimates the impact of cyberbullying on a research programme that he has done so much to promote. Cyberbullying has a number of distinctive features that differentiate it from traditional bullying. Cyberbullying provides a new challenge to the hard core (definitional criteria separating bullying from aggression). It also provides opportunities, in terms of a broader disciplinary base, greater permeability of age and context barriers, and new theoretical possibilities.     

Cyberbullying: the challenge to define

Cyberbullying is a reality of the digital age. To address this phenomenon, it becomes imperative to understand exactly what cyberbullying is. Thus, establishing a workable and theoretically sound definition is essential. This article contributes to the existing literature in relation to the definition of cyberbullying. The specific elements of repetition, power imbalance, intention, and aggression, regarded as essential criteria of traditional face-to-face bullying, are considered in the cyber context. It is posited that the core bullying elements retain their importance and applicability in relation to cyberbullying. The element of repetition is in need of redefining, given the public nature of material in the online environment. In this article, a clear distinction between direct and indirect cyberbullying is made and a model definition of cyberbullying is offered. Overall, the analysis provided lends insight into how the essential bullying elements have evolved and should apply in our parallel cyber universe.     

现实受欺负与青少年网络欺负行为：愤怒反刍的中介作用及道德推脱的调节作用

摘 要 本研究采用整体抽样法对2407名青少年进行问卷调查,探讨了现实受欺负对网络欺负行为的影响,以及愤怒反刍的中介作用和道德推脱的调节作用。结果表明：（1）现实受欺负可以显著地正向预测网络欺负行为。（2）愤怒反刍在现实受欺负与网络欺负行为之间起部分中介作用。（3）现实受欺负通过愤怒反刍对网络欺负行为产生影响的间接效应受到道德推脱的调节。具体来说,对于道德推脱水平高的青少年而言,愤怒反刍会对网络欺负行为产生显著的正向预测作用;而对于道德推脱水平低的青少年而言,愤怒反刍对网络欺负行为的预测效应变得不再显著。     

Digital metamorphosis: Examination of the bystander culture in cyberbullying

Cyberbullying requires researchers to refine their perspectives to encapsulate its etiology and the multi-faceted practices. The infusion of technology has expanded the traditional definition of bullying and challenged the conventional characteristics of roles (e.g., perpetrators, victims, bystanders) involved in online bullying incidents. Specific to the role of bystanders, the digital culture presents inherent challenges that may prevent witnesses from taking a stand against unjust behaviors across online environments. To examine the digital metamorphosis of the bystander culture and its challenges to conventional approaches towards prevention and intervention, five area topics will be discussed: (a) overview of bullying and cyberbullying, (b) bystander culture, (c) digital bystanders, (d) interrelated effects of digital accessibility, anonymity, and autonomy and (e) digital upstanders.     

Comments on cyberbullying article: A rejoinder

In this article, I discuss many of the points raised in the thoughtful comments by Hinduja and Patchin (2012, this issue), Menesini (2012, this issue), and Smith (2012, this issue) on my original article “Cyberbullying: An overrated phenomenon” (Olweus, 2012, this issue). After having seriously considered the arguments of my commentators, I still think there is strong empirical evidence for my original position—supported by one or more but not all of my commentators—that cyberbullying is a basically low-frequent phenomenon and that there has not occurred a marked increase in the prevalence rates of cyberbullying over the past five or six years. With regard to the possible negative effects of cyberbullying, over and above the effects of traditional bullying, I note with appreciation that this issue has received some attention in the recent research literature but I also make a call for more systematic consideration of potential confounders in such studies. A good deal of the discussion in the comments and the current article concerned the issue of whether cyberbullying should be regarded as a form of bullying on a par with traditional forms of bullying or if it is distinct enough to be considered a partly separate phenomenon or dimension. I conclude by arguing that in order for research on cyberbullying to proceed in a systematic and fruitful way, it is necessary to place it in proper context (along with traditional bullying) and to communicate a somewhat more realistic picture of its prevalence and nature.     

The emotional impact of bullying and cyberbullying on victims: a European cross-national study

Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying. Aggr. Behav. 38:342‐356, 2012. © 2012 Wiley Periodicals, Inc.     

Bullying and cyberbullying in adulthood and the workplace

Two studies generated profiles of cyberbullying/cyberincivility and traditional bullying/incivility in adults, particularly within the workplace. In Study 1, 20% of 3,699 participants had the majority of cyberbullying victimization and 7.5% had the majority of traditional bullying victimization occur in adulthood, with 30% saying they were bullied at work. Relationships between bullying and negative outcomes were found. Because of the clear evidence of bullying and cyberbullying in the workplace in Study 1, Study 2 addressed the relationship of these constructs to workplace incivility. Workplace face-to-face incivility and bullying were related among 321 participants, as were workplace cyberbullying and cyberincivility. Face-to-face incivility was more common than online incivility, face-to-face bullying, or online bullying, yet all four behaviors were associated with negative outcomes. Differences in intentionality, acceptability, and severity were observed, with workplace face-to-face bullying perceived as the most severe and having the greatest intentionality to harm. These results emphasize the importance of studying bullying among adults, and highlight the conceptual independence of bullying and incivility. Correlates of workplace aggression are discussed using job demands-resources theory.     

Teacher,parent and student perceptions of the motives of cyberbullies

Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms. In addition, these groups were asked to explain their understanding of what defines bullying and cyberbullying. The results suggested that not only were there differences in definitions of cyberbullying and bullying between the three groups, but also that there were differences in perceptions of what motivates some youth to cyberbully. The implications of these results are discussed for both prevention and intervention strategies.     

When workplace bullying goes online: construction and validation of the Inventory of Cyberbullying Acts at Work (ICA-W)

There has been an increase in the use of Information Communication Technologies in the workplace. This change extends the scope of bullying behaviours at work to the online context. However, a generally accepted measure of workplace cyberbullying is still lacking. The purpose of the present paper is to construct and validate the Inventory of Cyberbullying Acts at Work, in order to contribute to this emerging field. Building on existing knowledge, we expected three types of cyberbullying behaviours to emerge in the work context: person related, work related and intrusive. First, the items of the scale were constructed and the three-dimensional structure of the scale was tested in two different samples. Then, the reliability and the convergent validity of the scale were assessed. Finally, we tested the predictive validity of the scale by assessing the impact of exposure to cyberbullying acts at work to individuals’ mental well-being six months later. Our analyses confirmed the three-dimensional structure of the scale. In addition, the scale was found reliable and valid. The construction of this scale offers an avenue for further research on cyberbullying in the work context.     

School Bullying and Cyberbullying Among Boys and Girls: Roles and Overlap

The purpose of this study was to investigate gender differences in the overlap between school and cyberbullying according to the different types of involvement in such behaviors. The current study involved 2,785 Italian students, ages 11–17 recruited from 7 secondary schools, who anonymously self-reported about school and cyberbullying as victims and/or perpetrators. Based on their responses, students were classified as ‘only-bullies,’ ‘only-victims,’ ‘bully/victims,’ or ‘not involved’ in school and/or online. To explain the relationship between school and online bullying, 2 theoretical frames were tested: role continuity and role inversion. Results showed that, for girls, ‘school only-bullies’ were not overlapping with ‘cyber only-bullies,’ and ‘school only-victims’ were not overlapping with ‘cyber only-victims,’ but these categories were related for boys. ‘School bully/victims’ were significantly overlapping with ‘cyber bully/victims’ for both boys and girls. It was concluded that the role continuity approach is most appropriate to explain these 2 disturbing problems in adolescents especially for boys. Intervention efforts should especially target the bully/victims group.     

初中生网络欺负的发展趋势：道德推脱、观点采择与共情关注的作用

以496名初中生为研究对象, 对其网络欺负行为进行为期2年的4次追踪测试, 同时测试其道德推脱、观点采择与共情关注。采用潜变量增长模型探讨初中生网络欺负行为的发展轨迹, 并分析道德推脱、观点采择与共情关注的影响。结果发现, (1)在2年时间内, 初中生网络欺负行为呈显著下降趋势, 起始水平与下降速度有显著负相关; (2)道德推脱能显著正向预测初中生网络欺负行为的起始水平, 负向预测其下降趋势; (3)观点采择能够显著负向预测初中生网络欺负行为的起始水平, 正向预测其下降趋势。上述结果肯定了道德推脱与观点采择对初中生网络欺负发展轨迹的预测作用, 以网络情境支持了道德推脱理论, 部分支持了社会信息处理模型。