A survey of online harassment at a university campus

Technology-Facilitated Sexual Violence: A Literature Review of Empirical Research

Technology-facilitated sexual violence (TFSV) refers to a range of behaviors where digital technologies are used to facilitate both virtual and face-to-face sexually based harms. Such behaviors include online sexual harassment, gender- and sexuality-based harassment, cyberstalking, image-based sexual exploitation, and the use of a carriage service to coerce a victim into an unwanted sexual act. This article reviews the current state of knowledge on these different dimensions, drawing on existing empirical studies. While there is a growing body of research into technology-facilitated harms perpetrated against children and adolescents, there is a dearth of qualitative and quantitative research on TFSV against adults. Moreover, few of the existing studies provide reliable data on the nature, scope, and impacts of TFSV. Preliminary studies, however, indicate that some harms, much like sexual violence more broadly, may be predominantly gender-, sexuality-, and age-based, with young women being overrepresented as victims in some categories. This review collects the empirical evidence to date regarding the prevalence and gender-based nature of TFSV against adults and discusses the implications for policy and programs, as well as suggestions for future research.

Cyberstalking Victimization, Depression, and Academic Performance: The Role of Perceived Social Support from Parents

Little attention has been given to adolescents' experience of cyberstalking and how such experiences relate to their depression and academic performance. It is less clear how other variables, such as perceived social support, might impact these associations. Addressing these gaps in the literature, this study investigated the potential moderating effect of perceived social support from parents on the association between cyberstalking victimization and depression and academic performance, each assessed 1 year later, from 11th to 12th grade. Participants were 413 adolescents (ages 17-19 years old; 54 percent female; M = 17.39 years, SD = 0.53) in the 12th grade from a Midwestern city in the United States. They completed questionnaires on their self-reported face-to-face and cyberstalking victimization, depression, and perceived social support from parents. Adolescents' academic performance was also assessed using their school records. During the 12th grade, depression and academic performance were examined again. The findings indicated that the association between cyberstalking victimization and Time 2 depression was much more positive at lower levels of perceived social support, while such an association was more negative at higher levels of perceived social support. Opposite patterns were found for Time 2 academic performance. The results indicate the need for additional research focused on cyberstalking about adolescents.

Bullying Perpetration, Victimization, and Demographic Differences in College Students: A Review of the Literature

Although bullying has been widely recognized as a serious issue in elementary and secondary school and in the workplace, little is known about the prevalence of bullying in postsecondary education. We conducted a comprehensive search of the peer-reviewed literature and found 14 studies that reported the prevalence of bullying perpetration, victimization, or both in college or university students. Prevalence estimates varied widely been studies, but on average about 20-25% of students reported noncyberbullying victimization during college and 10-15% reported cyberbullying victimization. Similarly, approximately 20% of students on average reported perpetrating noncyberbullying during college, with about 5% reporting cyber perpetration. Men were more likely to report perpetration, but no consistent gender differences in victimization were found. Few studies reported prevalence by sexual orientation or race/ethnicity, and none reported prevalence by disability status. Overall, these results indicate that bullying continues to be prevalent in postsecondary education, but more research needs to be conducted, particularly that which uses multiuniversity samples and examines demographic differences in prevalence rates.

An Integrative Review of Cybercivility in Health Professions Education

Although incivility in higher education has been widely described, little evidence exists regarding incivility among health professions students in online environments. This study aims to integrate literature on cybercivility in health professions education. The extent to which health professions students and faculty experience cyberincivility, the direct and indirect effects and actions taken after cyberincivility, and themes that guide facilitation of cybercivility are discussed. Efforts to prevent cyberincivility can be achieved through focused education on cybercivility, development of clear policies related to its consequences, and formulation of guidelines for both student and faculty behavior online.

UK-Based Police Officers' Perceptions of, and Role in Investigating, Cyber-Harassment as a Crime

Within the UK, cyber-harassment is a criminal act and perpetrators can be prosecuted if the crime is reported to the police. Cyber-harassment has a detrimental impact and causes psychological distress to victims but due to its online nature, complaints made may not be taken seriously and the impact may not be fully acknowledged. Police officers' perceptions of this crime and its victims are crucial as this will impact on how the crime is investigated and whether perpetrators are prosecuted. The present exploratory study aimed to gain insight into how cyber-harassment is investigated and identify issues and barriers. Eight police officers based in the United Kingdom were recruited using a snowball technique to participate in semi-structured interviews. The data were analyzed using thematic analysis and three themes were identified: online accessibility, threat, and the unhelpful victim. Each theme is discussed in relation to theory, policy and legislation within the UK.

“Nothing Crueler than High School Students”

The Internet as a fearful place is a theme apparent in numerous film and television presentations whereby fears and anxieties about new technology are exploited and new ethical challenges are mounted. The idea that the Internet can make a person, particularly a young person, vulnerable has much traction on screen: in the context of bullying, narratives frequently demonstrate that while it was once restricted to the parameters of school—the school grounds and the school day—the Internet enables such behavior to happen at any time and for it to occur repeatedly with an infinite audience. Anybody with Internet access—be it via their laptop or smartphone—can be bullied; equally, anyone with access to such technology can become the bully. Revictimization is the starting point for this discussion and is a key factor in distinguishing cyberbullying from the schoolyard terror of the pre–Web era. The public nature of many online attacks means that victims experience abuse in an ongoing fashion in turn, exacerbating and prolonging the trauma. Other themes explored include the flexibility of roles: whereas in schoolyard bullying the victim is frequently the weaker kid preyed upon by someone older and stronger; online the weaker kid can effortlessly become the bully themselves in a world where physical brawn is less important than computer prowess. Age and gender are also examined, along with emerging social concerns such as slut-shaming and revenge porn. These themes are each explored to expose the ways film and television depict social concerns exacerbated by new technology.

The Relationship Between Attachment Styles, Self-Monitoring and Cybercrime in Social Network Users

Background

The anonymity in the cyberspace environment, as well as the rapid advent of and improvements to online activities has increased cybercrime.

Objectives

The aim of this paper was to survey the relationship between attachment styles, self-monitoring and cybercrime in social network users.

Patients and Methods

The Collins and Read Adult Attachment Scale, and the Snyder self-monitoring and cybercrime scales were sent to 500 social network users. Of these, 203 users (103 men and 100 women) filled out the questionnaires.

Results

The results showed that women achieved higher scores in self-monitoring and the anxious attachment style, and men achieved higher scores in cybercrime and the anxious attachment style. There was a negative correlation between self-monitoring and cybercrime, and the anxious attachment style had a positive correlation with cybercrime and a negative correlation with self-monitoring. The secure attachment style had a positive correlation with self-monitoring and a negative correlation with cybercrime. The dependent attachment style had a positive correlation with self-monitoring and a negative correlation with cybercrime. All correlations were significant.

Conclusions

Attachment styles have significant relationships with both self-monitoring and cybercrime. Self-monitoring and attachment styles are significant predictors of cybercrimes.

Experiences of Online Harassment Among Emerging Adults: Emotional Reactions and the Mediating Role of Fear

Online harassment is a growing problem. Among college students, 43% report some experience receiving harassing messages. Previous research has shown negative online experiences to be typical among "emerging adults" (especially college students), and these incidents may be related to normative developmental behaviors, such as "on-again-off-again" romantic relationships. Study hypotheses were derived from previous research. Undergraduate student respondents ( N = 342) were surveyed about their experiences with online harassment, emotional responses to online harassment, and their relationship with the sender of harassing messages. Findings suggest that online harassment is linked to issues of intimate partner violence. Those who were harassed by a partner reported feelings of depression and anxiety. Using a gendered framework to explore online harassment is warranted because young women who are 18 to 29 years of age have higher rates of intimate partner violence than other demographic groups. Findings suggest future research is needed to understand the time ordering of these issues.

It Hurts to Let You Go: Characteristics of Romantic Relationships, Breakups and the Aftermath Among Emerging Adults

Relationship breakups are common (Connolly & McIsaac, 2009), and difficulty adjusting to the breakup can manifest as post-relationship contact and tracking (PRCT; Lee & O'Sullivan, 2014). Emerging adults (n = 271; aged 18–25; 66% female) provided reports of PRCT after their most recent breakup in the previous year. We examined relationship and breakup characteristics to predict the use of and experience of PRCT. Logistic regression analyses revealed that ex-partner initiation of the breakup and a more intense breakup predicted the use of PRCT, and ex-partner's surprise regarding the breakup predicted being a target of PRCT. A between-subjects comparison of participants who either used or experienced PRCT reported similar impact of PRCT on the self or their ex-partner. However, participants who both used and experienced PRCT reported that the impact that an ex-partner's PRCT had on their lives was more negative than their use of PRCT had on their ex-partner's life, likely reflecting an actor-observer bias in reports. Difficulty adjusting to relationship breakup is normal, and predictive of attempts to remain in contact with an ex-partner. However, the seemingly benign form of contact can have a negative impact on individuals. The findings have implications for those counselling individuals in distress following a breakup, and contribute to the discourse around boundaries after a breakup.

Intimate Partner Violence, Technology, and Stalking

This research note describes the use of a broad range of technologies in intimate partner stalking, including cordless and cellular telephones, fax machines, e-mail, Internet-based harassment, global positioning systems, spy ware, video cameras, and online databases. The concept of “stalking with technology” is reviewed, and the need for an expanded definition of cyberstalking is presented. Legal issues and advocacy-centered responses, including training, legal remedies, public policy issues, and technology industry practices, are discussed.

Cyber Victimization on College Campuses

Although much is known about the cross-sectional associations between cyber victimization and the negative socioemotional outcomes associated with this experience, not much is known about the longitudinal associations among college students. The purpose of the present study was to examine longitudinal, bidirectional associations between cyber victimization, suicidal ideation, depression, and anxiety among college students, using cross-lagged models. These relationships were examined over 4 years. Participants were 1,483 college students ( Mage = 24.67; 60% female; 35% White, 15% Black/African American, 10% Latino/Latina, 6% Asian, and 4% biracial) from Southeastern universities in the United States. They completed self-reports of face-to-face and cyber victimization and questionnaires on suicidal ideation, depression, and anxiety at four time points over 4 years. Findings revealed that cyber victimization contributed to suicidal ideation, depression, and anxiety over time, and that suicidal ideation, depression, and anxiety each contributed to cyber victimization over time as well. Such findings suggest bidirectional relationships between these variables, although there were differences in the size of the bivariate relationships. In particular, the magnitudes of the associations were stronger when cyber victimization predicted suicidal ideation, depression, and anxiety. Recommendations are provided to help reduce or eliminate cyber victimization among students on college campuses.

Seven Fears and the Science of How Mobile Technologies May Be Influencing Adolescents in the Digital Age

Close to 90% of U.S. adolescents now own or have access to a mobile phone, and they are using them frequently. Adolescents send and receive an average of over 60 text messages per day from their devices, and over 90% of adolescents now access the Internet from a mobile device at least occasionally. Many adults are asking how this constant connectivity is influencing adolescents' development. In this article, we examine seven commonly voiced fears about the influence of mobile technologies on adolescents' safety (e.g., cyberbullying and online solicitation), social development (e.g., peer relationships, parent-child relationships, and identity development), cognitive performance, and sleep. Three sets of findings emerge. First, with some notable exceptions (e.g., sleep disruption and new tools for bullying), most online behaviors and threats to well-being are mirrored in the offline world, such that offline factors predict negative online experiences and effects. Second, the effects of mobile technologies are not uniform, in that benefits appear to be conferred for some adolescents (e.g., skill building among shy adolescents), whereas risk is exacerbated among others (e.g., worsening existing mental health problems). Third, experimental and quasi-experimental studies that go beyond a reliance on self-reported information are required to understand how, for whom, and under what conditions adolescents' interactions with mobile technologies influence their still developing social relationships, brains, and bodies.

Modeling the anti-cyberbullying preferences of university students: Adaptive choice-based conjoint analysis

Adaptive choice-based conjoint analysis was used to study the anti-cyberbullying program preferences of 1,004 university students. More than 60% reported involvement in cyberbullying as witnesses (45.7%), victims (5.7%), perpetrator-victims (4.9%), or perpetrators (4.5%). Men were more likely to report involvement as perpetrators and perpetrator-victims than were women. Students recommended advertisements featuring famous people who emphasized the impact of cyberbullying on victims. They preferred a comprehensive approach teaching skills to prevent cyberbullying, encouraging students to report incidents, enabling anonymous online reporting, and terminating the internet privileges of students involved as perpetrators. Those who cyberbully were least likely, and victims of cyberbullying were most likely, to support an approach combining prevention and consequences. Simulations introducing mandatory reporting, suspensions, or police charges predicted a substantial reduction in the support of uninvolved students, witnesses, victims, and perpetrators.

College student engaging in cyberbullying victimization: cognitive appraisals, coping strategies, and psychological adjustments

The study's purpose was to explore whether frequency of cyberbullying victimization, cognitive appraisals, and coping strategies were associated with psychological adjustments among college student cyberbullying victims. A convenience sample of 121 students completed questionnaires. Linear regression analyses found frequency of cyberbullying victimization, cognitive appraisals, and coping strategies respectively explained 30%, 30%, and 27% of the variance in depression, anxiety, and self-esteem. Frequency of cyberbullying victimization and approach and avoidance coping strategies were associated with psychological adjustments, with avoidance coping strategies being associated with all three psychological adjustments. Interventions should focus on teaching cyberbullying victims to not use avoidance coping strategies.

Cyber dating abuse: prevalence, context, and relationship with offline dating aggression

The use of information and communication technologies (ICT) as tools to intimidate, harass, and control the partner has been, so far, little studied in the literature. The aim of this study was to determine the extension and sex differences of victimization of cyber dating abuse, as well as the context in which it occurs, and its relationship with offline psychological and physical aggressions. The sample consisted of 433 college students ages 18 to 30 years. The results showed that over 50% of the participants had been victims of some type of cyber dating abuse in the last six months. The most common behavior was the use of ICT to control the partner. Also, victims of cyber dating abuse were victimized repeatedly, an average of 23 times in the last six months. The data also showed that cyber dating abuse appear usually in a context of jealousy. Finally, the results revealed a significant relationship between cyber dating abuse and offline psychological dating aggressions. Limitations and future lines of research are discussed.

The ex-factor: Characteristics of online and offline post-relationship contact and tracking among Canadian emerging adults

The breakup of an intimate relationship is a highly distressing event among emerging adults (Cutler, Glaeser, Norberg, 2001) and can often be accompanied by difficulty adjusting to the loss and “letting go” (Mearns, 1991). Research on stalking and cyberstalking behaviours address criminal activities that incite fear in a target (e.g., Spitzberg & Cupach, 2007). Little is known about more general post-relationship contact and tracking (PRCT), that is, efforts to maintain or re-establish contact with an ex-partner or to track their whereabouts, new partnerships or activities. To understand both the use and experience of PRCT, we examined reports from 271 Canadian emerging adults (aged 18–25) regarding their most recent breakup within the prior year. Results indicated that online and offline forms of post-relationship contact and tracking were common, characterizing 87.8% of all recent breakups, and were typically used in conjunction. In fact, online forms rarely occurred in isolation. Attempts to keep in contact were most commonly reported by users and targets of behaviours, whereas extreme and threatening behaviours that might comprise stalking or cyberstalking were rare. No gender differences were found in the use of PRCT behaviours, although women reported experiencing more offline forms.

Bullying victimization among college students: negative consequences for alcohol use

This study reports the prevalence of bullying victimization at school and work among college freshmen and the relationships between victimization and changes in alcohol consumption and alcohol problems. Web survey data at 2 time points from a sample of 2118 freshmen from 8 colleges and universities in the Midwestern United States indicated that 43% of students experienced bullying at school and that 33% of students experienced bullying at work. Bullying, particularly at school, consistently predicted alcohol consumption and problematic drinking, after controlling for baseline drinking and other school and work stressors.

Rumination mediates the association between cyber-victimization and depressive symptoms

The current study examined the 3-week prospective associations between cyber-victimization and both depressive symptoms and rumination. In addition, a mediation model was tested, wherein rumination mediated the association between cyber-victimization and depressive symptoms. Participants (N = 565 college-age young adults) completed online surveys at two time points 3 weeks apart. Results indicated that cyber-victimization was associated with increases in both depressive symptoms and rumination over time. Furthermore, results of the path analysis indicated that cyber-victimization was associated with increases in rumination over time, which were then associated with greater depressive symptoms, providing support for the proposed mediation effect for women, but not men. Findings extend previous correlational findings by demonstrating that cyber-victimization is associated with increases in symptomatology over time. Findings also suggest that the negative consequences of cyber-victimization extend beyond mental health problems to maladaptive emotion regulation. In fact, rumination may be a mechanism through which cyber-victimization influences mental health problems, at least for women. Mental health professionals are encouraged to assess cyber-victimization as part of standard victimization assessments and to consider targeting maladaptive emotion regulation in addition to mental health problems in clients who have experienced cyber-victimization.

Cyberstalking in a large sample of social network users: prevalence, characteristics, and impact upon victims

The aim of this study was to determine the prevalence of cyberstalking victimization, characteristics of victims and offenders, and the impact of cyberstalking on the victims' well-being and mental health. An online survey of 6,379 participants was carried out, involving users of the German social network StudiVZ. Subjective mental health status was assessed with the WHO-5 well-being index. The prevalence of cyberstalking was estimated at 6.3%. In various aspects, cyberstalking was comparable to offline stalking: cyberstalking occurred most often in the context of ex-partner relationships; most of the victims were female and the majority of the perpetrators were male. Compared to non-victims, victims of cyberstalking scored significantly poorer on the WHO-5 well-being index. The prevalence of cyberstalking is considerable. However, if stringent definition criteria comparable to those of offline stalking are applied, it is not a mass phenomenon. The negative impact of cyberstalking on the victims' well-being appears similar to that of offline stalking. Hence, cyberstalking should be taken as seriously as offline variants of stalking by legal authorities and victim assistance professionals.

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

Kicking the digital dog: a longitudinal investigation of young adults' victimization and cyber-displaced aggression

Using the general strain theory as a theoretical framework, the present longitudinal study investigated both face-to-face and cyber victimization in relation to cyber-displaced aggression. Longitudinal data were collected from 130 (70 women) young adults who completed measures assessing their victimization (face-to-face and cyber), cyber aggression, and both face-to-face and cyber-displaced aggression. Findings indicated that victimization in both social contexts (face-to-face and cyber) contributed to cyber-displaced aggression 6 months later (Time 2), after controlling for gender, cyber aggression, face-to-face displaced aggression, and cyber-displaced aggression at Time 1. A significant two-way interaction revealed that Time 1 cyber victimization was more strongly related to Time 2 cyber-displaced aggression when young adults had higher levels of face-to-face victimization at Time 1. Implications of these findings are discussed as well as a call for more research investigating displaced aggression in the cyber context.

The assessment of cyberstalking: an expanded examination including social networking, attachment, jealousy, and anger in relation to violence and abuse

Because the first antistalking statute was enacted in California in 1990, stalking research has been expanded immensely, yet been largely confined to exploring traditional pursuit tactics. This study instead examined the prevalence and correlates of cyberstalking behaviors while examining the phenomenon in a more inclusive manner than previous studies focusing on cyberstalking by including social networking avenues. In addition to a measure assessing cyberstalking-related behaviors, questionnaires assessing pathological aspects of personality, including attachment style, interpersonal jealousy, interpersonal violence, and anger were also provided to participants. Results indicate that, given preliminary evidence, cyberstalking-related behaviors are related to past measures of traditional stalking and cyberstalking, although prior attachment, jealousy, and violence issues within relationships are significant predictors of cyberstalking-related behaviors. In addition, unexpected gender differences emerged. For example, women admitted greater frequencies of cyberstalking perpetration than males, signaling that further research on frequency and motivation for cyberstalking among the sexes is necessary.

College students' Facebook stalking of ex-partners

There are abundant anecdotes and warnings of inappropriate behaviors on social networking sites, particularly about Facebook. The purpose of the present study was to examine whether individuals obsessively monitor or harass their ex-partners on Facebook (related to general "Facebook stalking") and, if so, whether those individuals would also engage in cyber obsessional pursuit (COP) and obsessive relational pursuit (ORI), which are categories of cyberstalking and stalking. A total of 411 valid participants answered questions about the ways they communicated with their ex-romantic partners using Facebook, resulting in three factors: Covert Provocation, Public Harassment, and Venting. Each category of Facebook harassment was related to perpetration of COP and ORI. Additionally, participants who engaged in COP were almost six times more likely to also perpetrate ORI. If participants admitted to engaging in some types of stalking behaviors, they did so online, offline, and on Facebook. Implications for social networking site usage and stalking laws are discussed. There is a kernel of truth to the popular term "Facebook stalking."

Security in the 21st Century

In the last decade, online social networking websites have become immensely popular worldwide, with the number of users growing exponentially. With a social network account, users can post an array of personal information and link their profile to those of other users, forming virtual communities. In the last few years, security and protection of private information posted on social networking sites has piqued the interest of researchers. Generally, the focus of this research has been limited to describing the type of information posted by users, with few studies examining the relationship between users' adoption of security measures for their social networking sites and negative online experiences, such as online interpersonal victimization. Our examination of the relationship between users' online social network activity, online social network security, and online interpersonal victimization found that users who engaged in risky online behaviors, such as opening numerous social network accounts and adding strangers as friends, were more likely to be victimized online.

An Exploratory Study of the Cyberbullying and Cyberstalking Experiences and Factors Related to Victimization of Students at a Public Liberal Arts College

This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.

Assessing Sex Experiences of Online Victimization: An Examination of Adolescent Online Behaviors Using Routine Activity Theory

The purpose of this study was to investigate the differences in online victimization between genders, through variables representing the three constructs of routine activity theory. A survey was administered to 100-level courses at a mid-sized university in the northeast, which questioned respondent on their Internet behaviors and experiences during the high school senior and college freshman time period. The findings of the study indicated that participating in behaviors that increased exposure to motivated offenders and target suitability in turn increased the likelihood of victimization for both genders. Conversely, taking protective measures to improve capable guardianship was shown to be the least effective measure, as it did not decrease the likelihood of victimization. This research provides a significant contribution to the literature as there are few explanatory studies that attempt to identify causal reasoning for this behavior.

Configuring Consent: Emerging Technologies, Unauthorized Sexual Images and Sexual Assault

Contemporary teens and young adults, often collectively referred to as the .NET generation or the ‘digital generation’, represent the largest proportion of end-users in the information and communication technologies market (Australian Bureau of Statistics [ABS], 2007; Australian Communications and Media Authority [ACMA], 2007, 2008). While there is much written concerning the rise in pornographic and other sexual material via the internet and mobile phones there is comparatively little published work regarding the use of information and communication technologies for the distribution of unauthorised sexual images, more particularly, where a sexual assault has occurred. This article considers the issues raised by the use of information and communication technologies in sexual violence and the distribution of unauthorised sexual images. The implications of this emerging issue are considered in light of existing and potential legislative frameworks.

The prevalence of stalking among Finnish university students

The present study examined the prevalence and nature of stalking among university students in Finland. The prevalence of stalking was analyzed in relation to stalking episodes, violent stalking victimization, the stalker-victim relationship, and stalking duration. A group of Finnish university students were contacted by e-mail and asked to participate in a stalking survey. In total, 615 students participated. Almost one fourth of the respondents (22.3%) had experienced one episode (i.e., period of time) of stalking, and more than one fourth (26.2%) reported being stalked two or more episodes (i.e., periods of time) in their lifetime. More than half (55%) of the stalkers were acquaintances, 25% were ex-partners, and 19% were strangers. The mean duration of stalking was 10 months. Stalking duration was significantly associated with stalker gender and prior victim-stalker relationship. Almost half of those being stalked (46%) had been exposed to violent or threatening behavior. Ex-partner stalkers were most likely to use violence as well as a wide range of violent stalking methods. Logistic regression analysis revealed significant independent associations between stalking violence and stalking behaviors. Stalking is highly prevalent among Finnish university students; it is maintained, on average, for a relatively long period; and it often includes some form of violence and/or threats. The results suggest that health care professionals require screening methods and schooling concerning stalking.

[Cyberstalking]

The term cyberstalking appears in the media with increasing frequency. So far epidemiological studies are sparse. Since researchers have used different definitions and study samples for cyberstalking, widely varying prevalence rates have been published. We report here a case of cyberstalking and discuss available empirical data. Cyberstalking may cause psychological distress similar to that of real world stalking. The need for a scientific definition of cyberstalking and for future studies is presented. Since it is likely that psychiatrists will encounter victims of cyberstalking they should have knowledge of this phenomenon.

Electronic bullying among middle school students

PURPOSE

Electronic communications technologies are affording children and adolescents new means of bullying one another. Referred to as electronic bullying, cyberbullying, or online social cruelty, this phenomenon includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone. The present study examined the prevalence of electronic bullying among middle school students.

METHODS

A total of 3,767 middle school students in grades 6, 7, and 8 who attend six elementary and middle schools in the southeastern and northwestern United States completed a questionnaire, consisting of the Olweus Bully/Victim Questionnaire and 23 questions developed for this study that examined participants' experiences with electronic bullying, as both victims and perpetrators.

RESULTS

Of the students, 11% that they had been electronically bullied at least once in the last couple of months (victims only); 7% indicated that they were bully/victims; and 4% had electronically bullied someone else at least once in the previous couple of months (bullies only). The most common methods for electronic bullying (as reported by both victims and perpetrators) involved the use of instant messaging, chat rooms, and e-mail. Importantly, close to half of the electronic bully victims reported not knowing the perpetrator's identity.

CONCLUSIONS

Electronic bullying represents a problem of significant magnitude. As children's use of electronic communications technologies is unlikely to wane in coming years, continued attention to electronic bullying is critical. Implications of these findings for youth, parents, and educators are discussed.