Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization

an article by Allison Ann Payne (Villanova University PA, USA) and Kirsten L. Hutzell (Lycoming College, Williamsport, PA, USA) published in Youth & Society Volume 49 Issue 8 (November 2017)

Abstract

This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions:

• How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization?
• How does the relationship between demographic predictors and cyberbullying victimization compare with the relationship between these predictors and interpersonal bullying victimization? and
• How does the relationship between cyberbullying victimization and avoidance behaviors compare with the relationship between interpersonal bullying victimization and avoidance behaviors?

Findings demonstrate that interpersonal bullying victimization is far more prevalent than cyberbullying victimization.

Results also illustrate differences in the relationships between demographics and bullying victimization.

Finally, students who are a victim of either form of bullying are more likely to engage in school avoidance behaviors. These results highlight the need for comprehensive and preventive programs that can reduce the negative consequences of bullying victimization.

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‘The language is disgusting and they refer to my disability’: the cyberharassment of disabled people

an article by Zhraa A. Alhaboby, Haider M. al-Khateeb, James Barnes and Emma Short (University of Bedfordhshire, Luton, UK) published in Disability & Society Volume 31 Issue 8 (2016)

Abstract

Disabled people face hostility and harassment in their socio-cultural environment. The use of electronic communications creates an online context that further reshapes this discrimination.

We explored the experiences of 19 disabled victims of cyberharassment.

Five themes emerged from the study: disability and health consequences, family involvement, misrepresentation of self, perceived complexity, and lack of awareness and expertise.

Cyberharassment incidents against disabled people were influenced by the pre-existing impairment, perceived hate-targeting, and perpetrators faking disability to get closer to victims online. Our findings highlight a growing issue requiring action and proper support.

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Cybervictims’ emotional responses, attributions, and coping strategies for cyber victimization: a qualitative approach

an article by Michelle F. Wright (Department of Psychology, Masaryk University, Brno, Czech Republic) published in Safer Communities Volume 15 Issue 3 (2016)

Abstract

Purpose
The purpose of this paper is to understand cybervictims’ attributions, emotional responses, and coping strategies for cyberbullying incidents that they actually experienced.

Design/methodology/approach
There were 76 cybervictims (51 percent girls) between the ages of 12 and 14 included in this study. Adolescents participated in one-on-one interviews to provide comprehensive information about their attributions, emotional responses, and coping strategies for their actual experiences of cyberbullying.

Findings
Findings from the study revealed that cybervictims felt insecure and paranoid after experiencing cyber victimization. Cybervictims attributed to their experience of cyberbullying to drama or a fight between themselves and the perpetrators as well as being targeted by an ex-significant other or ex-friend seeking revenge against them for relationship dissolution. They also used adaptive (e.g. social support) and maladaptive (e.g. revenge) coping strategies to deal with cyber victimization, sometimes utilizing a combination of these strategies.

Originality/value
The findings of this study could help with the design of intervention and prevention programs designed to reduce or prevent the negative effects of cyberbullying.

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An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education

an article by Dean West (Centre for Education Studies, The University of Warwick, Coventry, UK) published in Research in Post-Compulsory Education Volume 20 Issue 1 (March 2015)

Abstract

Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others.

The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education.

The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration.

The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying.

An online questionnaire was used to collect data from 5,690 students from 41 colleges. The results show that 7.9% of those aged 16–19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.

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‘I was bullied too’: stories of bullying and coping in an online community

an article by Katie Davis, David P. Randall, Anthony Ambrose and Mania Orand (Information School, University of Washington) published in Information, Communication & Society Volume 18 Issue 4 (2015)

Abstract

The American Academy of Pediatrics has identified bullying as a serious health risk for adolescents. In today’s age of social media and smartphones, this health risk has taken on new forms and extended its reach. Strategies to reduce the prevalence of and negative consequences associated with both traditional bullying and cyberbullying require knowledge of victims’ lived experiences as well as the coping strategies they employ – both effectively and ineffectively – to respond to their tormentors.

This article presents findings from an in-depth content analysis of the entire set of 1,094 comments from a viral blog post about cyberbullying in which people shared their personal stories of bullying and coping. These stories included a mix of both traditional and online forms of victimization, as well as more general reflections about the distinct qualities of networked publics that serve to magnify, spread, and exacerbate the effects of bullying.

The findings suggest that victims of both traditional bullying and cyberbullying are often targeted because they do not conform in one way or another to mainstream norms and values. Victims employed similar coping strategies to respond to their online and offline tormentors. Common behavioral strategies included seeking social support, ignoring/blocking, and finding a creative or expressive outlet.

The two most commonly cited cognitive strategies were self-talk and taking the bully's perspective. Not all strategies were judged to be effective. The findings have relevance to researchers seeking to understand bullying from the perspective of victims and to practitioners seeking to develop effective interventions to support bullying victims.

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Factors associated with young people’s successful resolution of distressing electronic harassment

an article by John Fenaughty (University of Auckland, NetSafe, Auckland, and  CORE Education, Christchurch, New Zealand) and Niki Harré (University of Auckland, New Zealand) published in Computers & Education Volume 61 (February 2013)

Abstract

Electronic harassment is a pervasive phenomenon among young people, however, relatively little is known about actions that targets of harassment may undertake to manage such abuse, and whether particular actions and personal characteristics are associated with successful resolution of such harassment.

This mixed methods research identified whether particular actions or characteristics are associated with the resolution of distressing electronic harassment situations.

Study one used focus groups interviews with 36 New Zealand (NZ) students (aged 13–15) to explore strategies used to manage electronic harassment.

Study two drew on these findings, in conjunction with literature reviews, to construct a questionnaire delivered to 1673 students (aged 12–19).

Over half of participants used more than one strategy to try and resolve the abuse. Ignoring abuse was the most popular strategy, followed by confronting and fighting strategies.

However, multivariate logistic regression showed ignoring did not predict resolution, and nor did received adult or family support. However, a sense of efficacy in approaching adults did predict resolution.

The quality of intervention, rather than the type of intervention per se, seems to be critical in the successful resolution harassment.

Reflecting on both studies we suggest the need to increase young people’s confidence in actively dealing with harassment as well as supporting adults and peers to provide effective support.

Highlights

► We explored how young people resolved distressing electronic harassment situations.
► Ignoring was the most popular strategy, followed by confrontation and seeking social support.
► Ignoring, confrontation, and received social support did not predict successful resolution.
► Instead, high scores on adult help-seeking self efficacy did predict successful resolution.
► Intervention quality is critical – adults and peers must be empowered to provide effective support.

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Cyberbullying and subjective health: A large-scale study of students in Stockholm, Sweden

an article by Sara Brolin Låftman, Bitte Modin and Viveca Östberg (Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institute, Sweden) published in Children and Youth Services Review Volume 35 Issue 1 (January 2013)

Abstract

The increase in the use of mobile phones and the Internet has given rise to new opportunities for people to meet and communicate. However, there are also dark sides to these new forms of communication. One of these is cyberbullying, i.e. bullying via mobile phone and the Internet. Given that cyberbullying is a relatively new phenomenon, empirical knowledge is still limited and particularly so in Sweden, which in international comparison has reported low rates of bullying in general.

The aim of the study is to investigate:

1. the prevalence of cyberbullying among students in Stockholm, Sweden;
2. the overlap between cyberbullying and traditional forms of school bullying, and
3. the association between the experience of cyberbullying and subjective health.

The study uses the Stockholm School Survey of 2008 which is a total population survey of students in grade 9 of compulsory school (i.e. aged 15–16) and in the second year of upper secondary school (i.e. aged 17–18) in Stockholm and eighteen of its surrounding municipalities (N = 22,544).

About 5 % of the students are victims of cyberbullying, 4% are perpetrators, and 2% are both victims and perpetrators.

There is some overlap between cyberbullying and traditional bullying: those who are victims of traditional bullying are at increased risk of also being victims of cyberbullying; while being a traditional bully is strongly associated with the likelihood of also being a cyberbully.

However, many students who are involved in cyberbullying are not involved in traditional bullying. OLS regression analyses show that being a victim of cyberbullying remains associated with worse subjective health when being the victim of traditional bullying and socioeconomic factors are taken into account. In addition, perpetrators of cyberbullying as well as students who are both victims and bullies, have worse subjective health than those who are not involved in cyberbullying.

Highlights
► The paper studies cyberbullying and subjective health among students in Sweden.
► The data are derived from the Stockholm School Survey (N = 22,544).
► Cyberbullying is associated with traditional bullying, but only to a limited extent.
► Being a victim of cyberbullying is linked to worse subjective health.
► Being a cyberbully or a cyberbully-victim is linked to worse subjective health.

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Facebook bullying: An extension of battles in school

an article by Grace Chi En Kwan, Marko M. Skoric and Wee Kim Wee (Nanyang Technological University, Singapore) published in Computers in Human Behavior Volume 29 Issue 1 (January 2013)

Abstract

This study examines the phenomenon of cyberbullying on Facebook and how it is related to school bullying among secondary school students in Singapore, aged 13–17.

We also focus on generic use of Facebook and risky Facebook behaviours as the predictors of cyberbullying and victimisation on Facebook.

1,676 secondary students, from two secondary schools, participated in a pen and paper survey. The findings show that the intensity of Facebook use and engagement in risky Facebook behaviours were related to Facebook victimisation and Facebook bullying, respectively.

Moderately strong positive relationships between school bullying and Facebook bullying, as well as between school victimisation and Facebook victimisation, were also uncovered.

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High School Students’ Perceptions of Coping With Cyberbullying

an article by Leandra Parris, Kris Varjas, Joel Meyers and Hayley Cutts (Georgia State University, Atlanta, USA) published in Youth & Society Volume 44 Number 2 (June 2012)

Abstract

Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying.

Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying.

Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying.

These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.

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Cyberbullying: ...

Labels, Behaviours and Definition in Three European Countries

an article by Annalaura Nocentini and Ersilia Menesini (University of Florence, Italy), Juan Calmaestra and Rosario Ortega (University of Cordoba, Spain) and Anja Schultze-Krumbholz and Herbert Scheithauer (Freie Universität Berlin, Germany) published in Australian Journal of Guidance and Counselling Volume 20 Issue 2 (December 2010)

Abstract

This study aims to examine students’ perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to:

1. the term used to label cyberbullying,
2. the different behaviours representing cyberbullying, and
3. the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity.

Results showed that the best word to label cyberbullying is “cyber-mobbing” (in Germany), “virtual” or “cyber-bullying” (in Italy), and “harassment” or “harassment via Internet or mobile phone” (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.

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Cyberbullying

I used not to believe in coincidence but ...
this is too much.

Stop Cyberbullying
via Librarians' Internet Index: New This Week 5 June
This site discusses cyberbullying ("when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted" usually by another child, preteen, or teen, via "the Internet, interactive and digital technologies or mobile phones") and provides prevention tips and action items. Includes details about the roles of parents, teachers, and police in creating a safe online environment.
From WiredKids, a charity focused on the prevention of cybercrime and abuse.

Cyberbullying
via Phil Bradley's weblog by philipbradley on 27 May
Jenny, over at Lucacept has written a really useful post on cyberbullying (link takes you direct to the post) and has included a couple of excellent videos from YouTube on the subject. I've included one of them here - very powerful and to the point. See her posting for more.