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Cyberbullying: Where Are We Now? A Cross-National Understanding

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A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (31 December 2014) | Viewed by 117214

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Special Issue Editors

Dr. Conor Mc Guckin

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Guest Editor

School of Education, Trinity College Dublin, Dublin, Ireland
Interests: educational inclusion; ADHD; autism; rare disease; 22q11.2 deletion syndrome; early intervention; psychology applied to education; bullying/cyberbullying/disablist bullying; bully; victim; disability; special educational need; universal design; universal design for learning; psychometrics; personal and vocational guidance and counselling; educational intervention and prevention
Special Issues, Collections and Topics in MDPI journals

Dr. Lucie Corcoran

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Guest Editor

School of Education, Trinity College Dublin, Dublin 2, Ireland
Interests: cyberbullying; bully; victim; traditional bullying; mental health; coping; intervention; prevention; incidence; new technologies; positive use of technology

Special Issue Information

Dear Colleagues,

Cyberbullying has emerged as a major issue across societies and for schools, parents, children, and national governments (see Smith and Steffgen, 2013). Despite some similarities with traditional, or face-to-face (f2f) bullying (Mc Guckin, Cummins and Lewis, 2010), there is sufficient difference to warrant this contemporary and detailed examination of the issues related to cyberbullying—from a perspective that draws upon the most pertinent research and informed opinion from key researchers and thinkers from across the globe. The initial and pioneering knowledge about cyberbullying has now moved to a newer, more mature, position that has been able to delineate the nuances associated with the issue, and importantly, yield robust insights for those involved in, or tasked to deal with, cyberbullying.

This Special Issue brings together a collection of papers that represents the most up-to-date perspectives and evidence from across the globe. Collectively, these papers demonstrate how scholars and policy makers, from disparate disciplinary or stakeholder starting points, are progressing in their understanding of each other’s language and requirements—thus facilitating the important move towards a more coherent and understandable agenda that seeks to minimize the potential risks to children and young people, understand the relationships between involvement in cyberbullying and associated biopsychosocial factors, in order to implement integrated and evidence-informed intervention and prevention programmes.

Dr. Conor Mc Guckin
Dr. Lucie Corcoran
Guest Editors

References

1. Smith, P.K., Steffgen, G., Eds. Cyberbullying, Technology and Coping. Psychology Press: Oxfordshire, UK, 2013.
2. Mc Guckin, C.; Cummins, P.K.; Lewis, C.A. f2f and cyberbullying among children in Northern Ireland: Data from the Kids Life and Times Surveys. Psychol. Soc. Educ. 2010, 2, 83–96

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Keywords

cyberbullying
bully
victim
law
coping
intervention
prevention
incidence
cultural
definition

Published Papers (10 papers)

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Research

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251 KiB

Open AccessArticle

The Coping with Cyberbullying Questionnaire: Development of a New Measure

by Fabio Sticca, Katja Machmutow, Ariane Stauber, Sonja Perren, Benedetta Emanuela Palladino, Annalaura Nocentini, Ersilia Menesini, Lucie Corcoran and Conor Mc Guckin

Societies 2015, 5(2), 515-536; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5020515 - 28 May 2015

Cited by 18 | Viewed by 10235

Abstract

Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due to the lack of valid and reliable instruments for the assessment of coping strategies in the context of cyber victimization. The present study outlines the development of the Coping with Cyberbullying Questionnaire (CWCBQ) and tests of its reliability and construct validity over a total of five questionnaire development stages. The CWCBQ was developed in the context of a longitudinal study carried out in Switzerland and was also used with Italian and Irish samples of adolescents. The results of these different studies and stages resulted in a questionnaire that is composed of seven subscales (i.e., distal advice, assertiveness, helplessness/self-blame, active ignoring, retaliation, close support and technical coping) with a total of 36 items. The CWCBQ is still being developed, but the results obtained so far suggested that the questionnaire was reliable and valid among the countries where it was used at different stages of its development. The CWCBQ is a promising tool for the understanding of potential coping with experiences of cyber victimization and for the development of prevention and intervention programs. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

245 KiB

Open AccessArticle

Cyberbullying and Primary-School Aged Children: The Psychological Literature and the Challenge for Sociology

by Lesley-Anne Ey, Carmel Taddeo and Barbara Spears

Societies 2015, 5(2), 492-514; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5020492 - 26 May 2015

Cited by 12 | Viewed by 14761

Abstract

Cyberbullying is an international issue for schools, young people and their families. Whilst many research domains have explored this phenomenon, and bullying more generally, the majority of reported studies appear in the psychological and educational literatures, where bullying, and more recently, cyberbullying has been examined primarily at the individual level: amongst adolescents and young people, with a focus on the definition, its prevalence, behaviours, and impact. There also is growing evidence that younger children are increasingly accessing technology and engaging with social media, yet there is limited research dedicated to this younger age group. The purpose of this paper is to report on a systematic literature review from the psychological and educational research domains related to this younger age group, to inform future research across the disciplines. Younger children require different methods of engagement. This review highlights the methodological challenges associated with this age group present in the psychological literature, and argues for a greater use of sociological, child-centred approaches to data collection. This review examined studies published in English, between 2009 and 2014, and conducted with children aged 5–12 years, about their experiences with cyberbullying. Searches were conducted on seven key databases using keywords associated with cyberbullying and age of children. A Google Scholar search also examined published and unpublished reports. A total of 966 articles and reports were retrieved. A random peer review process was employed to establish inter-rater reliability and veracity of the review. Findings revealed 38 studies reported specifically on children aged 5–12 years. The dominant focus of these articles was on prevalence of cyberbullying, established through survey methodology. Few studies noted impacts, understanding and behaviours or engaged children’s independent voice. This review highlights current gaps in our knowledge about younger children’s experiences with this form of bullying, and the importance of employing cross-disciplinary and developmentally appropriate methodologies to inform future research. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

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370 KiB

Open AccessArticle

The Development of a Self-Report Questionnaire on Coping with Cyberbullying: The Cyberbullying Coping Questionnaire

by Niels C.L. Jacobs, Trijntje Völlink, Francine Dehue and Lilian Lechner

Societies 2015, 5(2), 460-491; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5020460 - 18 May 2015

Cited by 10 | Viewed by 9914

Abstract

The negative effects and the continuation of cyberbullying seem to depend on the coping strategies the victims use. To assess their coping strategies, self-report questionnaires (SRQs) are used. However, these SRQs are often subject to several shortcomings: the (single and topological) categorizations used in SRQs do not always adequately differentiate among various coping responses, in addition the strategies of general SRQs fail to accurately measure coping with cyberbullying. This study is therefore aimed to develop a SRQ that specifically measures coping with cyberbullying (i.e., Cyberbullying Coping Questionnaire; CCQ) and to discover whether other, not single and topological, categorizations of coping strategies can be found. Based on previous SRQs used in the (cyber)bullying (i.e., traditional and cyberbullying) literature (i.e., 49 studies were found with three different SRQs measuring coping with traditional bullying, cyberbullying or (cyber)bullying) items and categorizations were selected, compared and merged into a new questionnaire. In compliance with recommendations from the classical test-theory, a principal component analysis and a confirmatory factor analysis were done, and a final model was constructed. Seventeen items loaded onto four different coping categorizations: mental-, passive-, social-, and confrontational-coping. The CCQ appeared to have good internal consistency, acceptable test-retest reliability, good discriminant validity and the development of the CCQ fulfilled many of the recommendations from classical test-theory. The CCQ omits working in single and topological categorizations and measures cognitive, behavioral, approach and avoidance strategies. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

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220 KiB

Open AccessArticle

Mobile Technologies and the Incidence of Cyberbullying in Seven European Countries: Findings from Net Children Go Mobile

by Brian O'Neill and Thuy Dinh

Societies 2015, 5(2), 384-398; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5020384 - 27 Apr 2015

Cited by 24 | Viewed by 12848

Abstract

The harmful effects of bullying and harassment on children have long been of concern to parents, educators, and policy makers. The online world presents a new environment in which vulnerable children can be victimized and a space where perpetrators find new ways to perform acts of harassment. While online bullying is often considered to be an extension of persistent offline behavior, according to EU Kids Online (2011), the most common form of bullying is in person, face-to-face. With the rise in use of mobile Internet technologies, this balance is changing. Increased levels of use and more time spent online accessed through a variety of devices has increased children’s exposure to a range of online risks, including cyberbullying. This article presents the findings of the Net Children Go Mobile project, a cross-national study of children aged 9–16 in seven European countries. The research builds on the work of EU Kids Online and supports the identification of new trends in children’s online experiences of risk and safety. The study finds that while overall levels of bullying have remained relatively static, levels of online bullying have increased, particularly among younger teens. The relationship between cyberbullying and the use of mobile Internet technologies is examined and factors contributing to increased levels of cyberbullying are highlighted. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

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236 KiB

Open AccessArticle

Peer Attachment and Cyber Aggression Involvement among Chinese, Indian, and Japanese Adolescents

by Michelle F. Wright, Ikuko Aoyama, Shanmukh V. Kamble, Zheng Li, Shruti Soudi, Li Lei and Chang Shu

Societies 2015, 5(2), 339-353; https://doi.org/10.3390/soc5020339 - 22 Apr 2015

Cited by 66 | Viewed by 7953

Abstract

Significant advancements have been made in cyber aggression literature, with many studies revealing the consequences associated with adolescents’ involvement in these behaviors. Few studies have focused on cyber aggression involvement in China, India, and Japan. The present study examined differences in cyber aggression perpetration and victimization among 1637 adolescents living in China, India, and Japan, while controlling for face-to-face bullying involvement, individualism, and collectivism. Another aim of the present study was to examine country of origin and cyber aggression involvement (i.e., the uninvolved, cyberaggressor-cybervictims, cyberaggressors, and cybervictims) differences in peer attachment. Findings revealed that adolescents from India had the highest levels of cyber aggression involvement when compared to adolescents from China or Japan. Chinese adolescents engaged in more cyber aggression perpetration and were victimized more by cyber aggression when compared to Japanese adolescents. No country of origin differences were found for peer attachment. However, uninvolved adolescents reported higher levels of peer attachment when compared to the other groups. Cyberaggressor-cybervictims had the lowest levels of peer attachment, followed by cybervictims and cyberaggressors. These results suggest that there should be concern about cyber aggression involvement among adolescents in these countries, especially in India, where cyber aggression research has been slow to develop. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

146 KiB

Open AccessArticle

Is Cyberbullying a Stand Alone Construct? Using Quantitative Analysis to Evaluate a 21st Century Social Question

by Ryan Randa, Matt R. Nobles and Bradford W. Reyns

Societies 2015, 5(1), 171-186; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5010171 - 18 Mar 2015

Cited by 9 | Viewed by 7298

Abstract

Using a subsample of the 2009 National Crime Victimization Survey, School Crime Supplement (NCVS-SCS), the present study explores the nature of the relationship between cyberbullying and traditional bullying victimization among students aged 12–18. One question of particular interest in the recent cyberbullying literature regards the classification of cyberbullying relative to traditional school yard bullying. As is the case in the cyber victimization literature in general, the question has become whether cyberbullying is an extension of traditional bullying or whether it is a unique independent phenomenon. Using the available data we attempt to address this question by exploring cyberbullying victimization as a standalone construct. Results of exploratory factor analyses suggest that cyberbullying victimization is both interlaced with traditional bullying modalities, and experienced as a unique phenomenon. Our results contribute a 21st century texture and dimension to the traditional construct. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

279 KiB

Open AccessArticle

Traditional, Cyber and Combined Bullying Roles: Differences in Risky Online and Offline Activities

by Sebastian Wachs, Marianne Junger and Ruthaychonee Sittichai

Societies 2015, 5(1), 109-135; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5010109 - 16 Feb 2015

Cited by 42 | Viewed by 9182

Abstract

This study (1) reports frequency rates of mutually exclusive traditional, cyber and combined (both traditional and cyber) bullying roles; and (2) investigates whether adolescents belonging to particular bullying roles show higher levels of involvement in risky online activities (Compulsive Internet Use (CIU), online grooming victimization, and sexting) and risky offline activities (bad behavior in school, drinking alcohol and truancy) than non-involved adolescents. The sample comprised self-reports of 1928 German, Dutch and Thai adolescents (Age = 12–18; M = 14.52; SD = 1.6). The results revealed age, sex and country differences in bullying frequency rates. CIU, sending of sexts and risky offline activities were most strongly associated with combined bully-victims. The receiving of sexts was most strongly associated with combined bullies; and online grooming victimization was most strongly related to cyber bully-victims. Another important finding is that the associations between risky offline activities and combined bullying are stronger than for traditional and cyber bullying. The findings contribute to better understanding of the associations between varying bullying roles and risky online and offline activities among adolescents. In sum, the results underscore the need to promote life skills rather than adopting more conventional approaches, which focus almost exclusively on reduction of risks. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

189 KiB

Open AccessArticle

Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews

by Niels C.L. Jacobs, Linda Goossens, Francine Dehue, Trijntje Völlink and Lilian Lechner

Societies 2015, 5(1), 43-64; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5010043 - 13 Jan 2015

Cited by 47 | Viewed by 12928

Abstract

Because of the negative effects of cyberbullying; and because of its unique characteristics; interventions to stop cyberbullying are needed. For this purpose, more insightful information is needed about cyberbullying victims’ (i.e., the target group) experiences, perceptions, attitudes and motivations related to (coping with) cyberbullying. Five schools with 66 low-educated Dutch adolescents between 12 and 15 (53% female) participated in 10 focus group interviews. Results show that victims do not perceive all behaviors as cyberbullying and traditional bullying is generally perceived as worse than cyberbullying. Cyberbullies are perceived as sad, cowards and embarrassing themselves. Victims are perceived as easy targets; they wear strange clothes, act in a provocative manner and have a bad appearance. These perceptions often depend on context, the level of anonymity, being in a fight or not, the person sending the message and his/her behavior. Further, victims reacted to cyberbullying by acting nonchalant, by not actually saying anything and seeking help from others (i.e., parents are not often asked for help because they do not want to bother them; fear of restricted Internet privileges). It can be concluded that asking cyberbullying victims about their experiences in an open manner, and allowing them to discuss these experiences, likely results in new and insightful information compared to using self-reports. In this questioning the perception of adolescents is key to see what is perceived as cyberbullying. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

86 KiB

Open AccessArticle

Characterizing Cyberbullying among College Students: Hacking, Dirty Laundry, and Mocking

by Rajitha Kota, Shari Schoohs, Meghan Benson and Megan A. Moreno

Societies 2014, 4(4), 549-560; https://0-doi-org.brum.beds.ac.uk/10.3390/soc4040549 - 22 Oct 2014

Cited by 23 | Viewed by 11708

Abstract

Bullying behaviors occur across the lifespan and have increasingly migrated to online platforms where they are known as cyberbullying. The purpose of this study was to explore the phenomenon of cyberbullying among college students. Participants were recruited for focus groups through purposeful sampling, including recruitment from groups traditionally at risk for bullying. Focus groups discussed views and perceptions of cyberbullying on campuses. Groups were led by a trained facilitator and were audio recorded and manually transcribed. The constant comparative approach was used to identify themes and representative quotations. The 42 participants had an average age of 19.2 (SD = 1.2), 55% were female, 83% were Caucasian. Three themes emerged from the data: (1) lack of agreement on a definition of cyberbullying, but consensus on three representative scenarios: hacking, dirty laundry and mocking; (2) concerns with translating definitions of traditional bullying to cyberbullying; (3) opinions that cyberbullying may manifest differently in college compared to younger adolescents, including increased potential for long-term effects. College students were not in agreement about a theoretical definition, but they could agree upon specific representative instances of cyberbullying. Future studies could consider using common case examples or vignettes of cyberbullying, or creation of developmentally representative definitions by age group. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

Review

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191 KiB

Open AccessReview

Cyberbullying or Cyber Aggression?: A Review of Existing Definitions of Cyber-Based Peer-to-Peer Aggression

by Lucie Corcoran, Conor Mc Guckin and Garry Prentice

Societies 2015, 5(2), 245-255; https://0-doi-org.brum.beds.ac.uk/10.3390/soc5020245 - 27 Mar 2015

Cited by 131 | Viewed by 19303

Abstract

Due to the ongoing debate regarding the definitions and measurement of cyberbullying, the present article critically appraises the existing literature and offers direction regarding the question of how best to conceptualise peer-to-peer abuse in a cyber context. Variations across definitions are problematic as it has been argued that inconsistencies with regard to definitions result in researchers examining different phenomena, whilst the absence of an agreed conceptualisation of the behaviour(s) involved hinders the development of reliable and valid measures. Existing definitions of cyberbullying often incorporate the criteria of traditional bullying such as intent to harm, repetition, and imbalance of power. However, due to the unique nature of cyber-based communication, it can be difficult to identify such criteria in relation to cyber-based abuse. Thus, for these reasons cyberbullying may not be the most appropriate term. Rather than attempting to “shoe-horn” this abusive behaviour into the preconceived conceptual framework that provides an understanding of traditional bullying, it is timely to take an alternative approach. We argue that it is now time to turn our attention to the broader issue of cyber aggression, rather than persist with the narrow focus that is cyberbullying. Full article

(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)

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