Adjustment outcomes of victims of cyberbullying: The role of personal and contextual factors

Peer cybervictimization and cyberaggression as a function of developmental stage during adolescence: A preliminary study

Peer cybervictimization and cyberaggression are educational and social concerns which have been extensively studied during adolescence but there is less research conducted specifically across all stages of adolescence (early, middle, late, and emerging adulthood). The objective was to analyse the prevalence of cybervictimization and cyberaggression, the roles, and the associated behaviors, depending on the stages of adolescence. The sample was composed of 7295 non-university Spanish adolescents, between 11 and 22 years old from 47 schools. The frequency of cybervictimization and cyberaggression was 22.5 % and 15 %, respectively. The highest frequencies are found in late adolescence and the lowest in emerging adulthood. Mainly, involvement increases from early to late adolescence and decreases in emerging adulthood. The magnitude of cybervictimization and cyberaggression behaviors for the roles of pure cybervictim and pure cyberaggressor is similar through all stages.

School refusal behavior in children and adolescents: a five-year narrative review of clinical significance and psychopathological profiles

The aim of the study was to explore the clinical significance of school refusal behavior, its negative impact on psychological well-being of children and adolescents and its relationship with the most common psychopathological conditions during childhood and adolescence (e.g. neurodevelopmental disorders, psychiatric disorders). School refusal behavior refers to a distressing condition experienced by children and adolescents that compromise regular school attendance and determine negative consequences on mental health and adaptive functioning. A narrative review of the literature published between January 2019 and March 2023 was conducted. Ten studies (n = 10) were included from a literature search of the electronic databases PubMed, CINAHL, PsycInfo, MedLine, and Cochrane Library. The results indicate that school refusal is highly present in neurodevelopmental disorders such as autism and attention-deficit/hyperactivity disorder due to the presence of behavioral problems and deficits in communication skills. As for psychiatric disorders, school refusal appears to be highly common in anxiety disorders, depressive disorders, and somatic symptoms. We also found that school refusal behavior may be associated with various emotional and behavioral conditions that act as risk factors. Especially, but are not limited to, it may be associated with a diminished self-concept, exposure to cyberbullying, specific affective profiles and excessive technology usage. Our results indicate that school refusal is a condition with many clinical facets. It can be attributed to both vulnerability factors, both temperamental and relational, and to various psychopathological conditions that differ significantly from each other, such as neurodevelopmental disorders and psychiatric disorders. Recognizing these aspects can improve the implementation of patient-tailored therapeutic interventions that are consequently more likely to produce effective outcomes. The therapeutic intervention should facilitate the recognition of cognitive biases regarding school as a threatening environment, while regulating negative emotions associated with school attendance. Additionally, therapeutic intervention programs linked to social skill training and problem-solving training, conducted directly within the school setting, can enhance children's abilities to cope with academic performance and social relationships, ultimately preventing school refusal.

The Impact of Cybervictimization on the Self-Management of Chronic Conditions: Lived Experiences

BACKGROUND

Cybervictimization of people with long-term conditions is a disturbing phenomenon with a documented impact on health and well-being. These experiences are primarily examined using quantitative methods, focusing on children and young people. However, research centered on the cybervictimization of adults with chronic conditions is scarce, with limited qualitative input from the victims as experts in their own experiences.

OBJECTIVE

This study aims to understand the impact of cybervictimization on the self-management of long-term conditions among adults with chronic conditions and disabilities in the United Kingdom.

METHODS

This paper reports the findings from the qualitative phase of a phenomenologically informed mixed methods study. The biographical disruption concept was used to conceptualize the study. In-depth semistructured interviews were conducted with 13 participants with chronic conditions who experienced cybervictimization. A codebook was developed, and a zigzag approach to thematic analysis was used to define and refine themes. Ethical considerations and risk assessment were ongoing during the research process because of the sensitivity of the topic and cases of harassment.

RESULTS

Cybervictimization has direct and indirect impacts on the self-management of chronic conditions. This impact was verified across 6 overarching themes that emerged from this study. First, biomedical events included overall health deterioration because of existing conditions, new diagnoses, and subjective physical complaints. Second, the impact on mental health was perceived through psychological consequences and psychiatric disorders that developed after or during this traumatic experience. Third, the multilevel impact theme focused on disrupting the strategies for coping with health conditions and involved unplanned changes to victims' health management priorities. Fourth, the impact of complexity reflected the perceived uniqueness in each case, intersectionality, struggle to obtain formal support, and subsequent health complications. Fifth, social network involvement comprised the effects of social isolation, victim blaming, and deception. Finally, the disability discrimination theme focused on prejudice, issues on inclusion, and hostility in society, with subsequent effects on well-being.

CONCLUSIONS

People with long-term conditions experienced different forms of cybervictimization, all disruptive with various effects on health. Disability discrimination was a prominent finding to be further investigated. This paper reports the impact as themes to guide further research and practice, with the recognition that long-term conditions and impairments are not a homogeneous group. Despite the devastating consequences, there are positive points that strengthen potential interventions. Awareness-raising campaigns, training of support channels, and multidisciplinary research are recommended to tackle this issue and initiate change.

Onset risk factors for youth involvement in cyberbullying and cybervictimization: A longitudinal study

Introduction

Cyberbullying and cybervictimization are spread worldwide, and due to COVID-19, an increasing number of children and adolescents have been impacted. Since the beginning of the twenty-first century, research has investigated and highlighted the key risk factors for cyberbullying and cybervictimization, and numerous anti-cyberbullying prevention and intervention programs have been developed and assessed for their efficacy. Despite this, no studies have specifically focused on the individual, relational, and contextual risk factors associated with the onset of youth involvement in cyberbullying and cybervictimization.

Methods

To address this lacuna, 333 Italian students aged 10-16 years (M = 12.16, SD = 1.35) were involved in a year-long longitudinal study and filled in the anonymous online actuarial Tabby Improved Checklist two times with a 6-month interval. Onset risk factors for cyberbullying and cybervictimization have been separately analyzed by excluding all students involved in cyberbullying from the original sample or in the cybervictimization baseline (T1).

Results

The results showed that being male, being involved in school bullying, having low levels of awareness of online risk, and having high levels of affective empathy were all significant onset risk factors for cyberbullying. Similarly, being male, being involved in school bullying and victimization, having high levels of affective empathy, and moral disengagement were onset risk factors for cybervictimization.

Conclusion

Given the negative psychological and behavioral consequences of cyberbullying and cybervictimization, this article includes discussions on practical and policy implications for future research, stressing the need to develop, implement, and evaluate the effectiveness of primary prevention programs addressing and managing onset risk factors for cyberbullying and cybervictimization.

How is circadian preference associated with cyber-victimization? A moderated mediation model of hostile recognition and online self-disclosure in Chinese early adolescent students

Although circadian preference is widely accepted to be a risk factor in the increase of adolescents’ negative experiences, little is known about its association with cyber-victimization. The current study sought to examine whether eveningness was significantly related to adolescents’ negative experiences. We further examined in-victimization events and whether hostile recognition and online self-disclosure played a vital role in eveningness and adolescents’ cyber-victimization. Study participants included 583 adolescents from four middle schools in China who completed questionnaires regarding their circadian preference, hostile recognition, online self-disclosure, and experience with cyber-victimization. Results indicated that adolescents with a high level of eveningness were more likely to experience cyber-victimization. Hostile recognition significantly mediated the relationship between eveningness and adolescents’ cyber-victimization. Furthermore, online self-disclosure moderated the indirect relationship between eveningness and cyber-victimization. Specifically, the paths from eveningness to hostile recognition and from hostile recognition to cyber-victimization became strengthened when adolescents experienced high levels of online self-disclosure. The results imply that researchers should pay more attention to remote factors, such as adolescents’ circadian preference and their relationship with cyber-victimization, to help them adapt to school requirements and reduce the frequency of victimization.

Problematic Social Media Use and Cyber Aggression in Italian Adolescents: The Remarkable Role of Social Support

The recent increase in electronic and social media use among young people has highlighted the importance of focusing on problematic social media use (PSMU) and the concurrent phenomenon of cyber aggression, as well as the role of social support. As part of the 2018 Health Behavior in School-aged Children study in Italy, this study aims to explore the role of family, peer, and teacher support in the association between cyberbullying and PSMU.

METHODS

Data were collected from 4183 school classes in Italy for a total of 58,976 adolescents aged 11, 13, and 15 years. The prevalence of cyber aggression (both cybervictimization and perpetration) and PSMU was estimated across subgroups of different age, gender, and geographical residence. A set of multivariable logistic regressions was then used to investigate the association between cyberbullying and PSMU, considering the effect of social support.

RESULTS

Cybervictimization was more frequent among girls than in boys. PSMU was higher in 11-year-old boys and 13-year-old girls; 8.3% and 12.7%, respectively. Social support was highest in 11-year-olds, for both sexes, and then decreased with increasing age. The risk of cyberbullying, both suffered and perpetrated, was higher in girls and in the presence of PSMU. Social support showed to be highly protective against PSMU and cyberbullying in all ages and both genders.

CONCLUSION

Although cyber aggression is less represented in Italy than in other European countries, it is likely to increase. PSMU appears to be an important contributor to the risk of cyber aggression; however, social support has been shown to be capable of reducing the risk of both phenomena. Public health policies fostering familiar and school support can help protect adolescents' mental health, reducing the risk of problematic media use and cyberbullying.

Cybervictimization and Depression among Adolescents: Coping Strategies as Mediators

Studies have shown the relationships among cybervictimization, coping strategies, and depression, but no study has examined the mechanism that links the three variables. Accordingly, this study used the transactional model of stress and coping theory as a conceptual framework and proposed that coping strategies are mediators for the effects of cybervictimization on depression. A total of 387 adolescents were recruited by using the purposive sampling method. The results showed that cybervictimization is not directly associated with depression. All the coping strategies are found to be associated with cybervictimization, but only the avoidant coping strategy is the statistical mediator for the effects of cybervictimization on depression. This study’s findings suggest that the transactional model of stress and coping theory may provide a framework in the area of cyberbullying and recommend more actions to be taken in order to reduce the use of avoidance coping strategies among victims of cyberbullying.

Exploring Social Media Rumination: Associations With Bullying, Cyberbullying, and Distress

In this study, we examined students' perceptions of peer aggression occurring within their school environment and how these perceptions are interconnected with both social media rumination and distress. Social media usage is associated with a range of negative mental health and interpersonal outcomes for adolescents. Social media use can increase youth's vulnerability to peer victimization and psychosocial difficulties. In addition, ruminating when sad or stressed has been linked to elevated distress for youth experiencing peer aggression. Yet rumination specifically regarding social media activities has not been investigated in relation to peer aggression and distress, nor has the degree to which students perceive peer aggression occurring at school been included in these investigations. Participants were 169 high school students (age, M = 15.89, SD = .87), largely identifying as Black/African American and female, who completed surveys as part of a larger program working with at-risk youth in a Midwestern, urban city. We found that social media rumination mediated the relationship between perceptions of bullying at school and feelings of distress, but mediation was not supported when examining student perceptions of cyberbullying frequency and youth distress. In the case of bullying, rumination may disrupt other forms of coping-such as positive cognitive distractions-that would ameliorate symptoms of distress. Furthermore, we present evidence that social media rumination is experienced by, and has different influences on, youth. We highlight the need for differentiated intervention and prevention efforts regarding these two forms of peer aggression. Future research may be justified to examine these possibilities.

The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.

Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor

Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention.

Factors associated with cyberbullying among vocational students based on the ecological system model in an ethnic minority area

This study aimed to investigate the current situation of youth cyberbullying (CB) in an ethnic minority area in China and the socio-ecological factors influencing it to provide a scientific basis for the development of health education and improved decision-making for youth in these areas.The cluster sampling method was adopted to conduct a questionnaire survey of 2156 students from 2 vocational high schools in Yanbian Korean Autonomous Prefecture in December 2019. SPSS 22.1 statistical software was used for data analysis.CB among vocational school students in the Yanbian Korean Autonomous Prefecture is relatively common, with 51.62% of the participants reporting having bullied someone and 68.65% reporting having been bullied online. The rate of CB perpetration and victimization among adolescents in minority areas is affected by individuals, family, peer factors, and school climate.The phenomenon of vocational high school student CB in ethnic minority areas is affected by personal, familial, interpersonal, and school environments. It is recommended that the individual and social-ecological factors in which adolescent CB interventions are formulated in the future be comprehensively considered.

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures

Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children. Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes "cyberbullying" and "adolescent or children"; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors. Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned. Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.

Latent Class Analysis of School Refusal Behavior and Its Relationship With Cyberbullying During Adolescence

Cyberbullying is a common relational problem having negative repercussions on the academic performance of adolescents. Numerous questions remain to be answered with regard to the relationship between cyberbullying and school refusal behavior. This study examines school refusal profiles (measured by School Refusal Assessment Scale-Revised) and assesses whether these profiles vary with respect to the level of victimization, aggression, aggression-victimization, and observation of cyberbullying (measured with the Screening of Harassment among Peers). The sample consisted of 1,102 Spanish high school students, aged 12–18 (M = 14.30, SD = 1.71). Latent class analysis revealed three school refusal behavior profiles: non-school refusal behavior, school refusal behavior by negative reinforcements (oriented to the avoidance of social evaluation and negative affectivity in school situations), and school refusal behavior by positive reinforcements (oriented to obtaining the attention of others with significant or tangible reinforcements). The ANOVA found statistically significant differences for all cyberbullying behaviors. Students with school refusal by negative reinforcements had significantly higher mean scores as compared to the other profiles in victimization, aggression, aggression-victimization, and observation behaviors, while the levels of cyberbullying were similar between students without school refusal and students with school refusal behavior by positive reinforcements. These findings underscore the need to consider priority interventions to prevent cyberbullying in children who refuse school for the purpose of avoiding situations of anxiety and negative emotions.