Outcome evaluation results of school-based cybersafety promotion and cyberbullying prevention intervention for middle school students

The Role of Verbal Aggression in Cyberbullying Perpetration and Victimization by Middle School Students

This manuscript examined the role trait verbal aggression plays in cyberbullying victimization and perpetration in adolescence. More than 400 middle school students (46.8% males and 52.2% females) completed a questionnaire on trait verbal aggression and their history of cyberbullying perpetration and victimization. Linear regression analyses revealed that trait verbal aggression was a statistically significant predictor of both cyberbullying perpetration and victimization, that cyberbullying perpetration and cyberbullying victimization are related, and that cyberbullying perpetration appears to increase with age, while cyberbullying victimization does not. Ideas and implications for future applications of verbal aggression and cyberbullying are discussed.

Cyberbullying Victimization in WhatsApp Classmate Groups among Israeli Elementary, Middle, and High School Students

In recent years children and adolescents lead their social lives in the virtual world no less than in the real one. Social networking sites such as WhatsApp play a major role as popular social communication platforms. More than 97% of Israeli youth use WhatsApp and are members of WhatsApp classmate groups. The growing use of WhatsApp is accompanied by increased frequency of cyberbullying, that is, intended and repeated aggressive online behavior aimed to inflict harm. Cyberbullying victimization has received a fair amount of attention due to its association with serious psychosocial, affective, behavioral, and academic problems. Although much has been written about cyberbullying on Facebook, literature about WhatsApp and cyberbullying is scarce. Based on a large-scale survey that examined the prevalence and expressions of cyberbullying the current cross-sectional study provides a detailed description of cyberbullying victimization in WhatsApp classmate groups across grade level and gender among Israeli school-age children and adolescents. The study included 4,477 elementary, middle, and high school students in Israel who completed questionnaires regarding cyberbullying victimization in their WhatsApp classmate groups. According to the study findings, approximately 30% of all survey participants report personal victimization from cyberbullying in their WhatsApp classmate groups, and almost double that report victimized aggression at least once in the recent past. Demographic variables such as school grade level and gender appear to moderate cyberbullying. Increased cyberbullying was found in elementary school compared with middle and high school, and more female compared with male students were victims of cyberbullying in WhatsApp classmate groups. The article outlines several areas of concern in cyberbullying research and discusses issues that future research might address. Education policy guidelines and implications for intervention are also discussed.

Safe online ethical code for and by the “net generation”: themes emerging from school students’ wisdom of the crowd

Purpose

Children are becoming heavy users of communication and information technologies from an early age. These technologies carry risks to which children may be exposed. In collaboration with the Israel Ministry of Education (IME), the authors launched a week-long safe online awareness program for school children in 257 elementary and middle schools in Israel. Each class independently composed a safe and ethical code of online behavior following two classroom debate sessions. The purpose of this study was to analyze these codes and learn how school children perceive and understand the proper use of the network using thematic analysis.

Design/methodology/approach

A total of 8,181 students between the ages of 8 and 14 years in 303 classes from 257 schools participated in the program. These classes composed 303 ethical codes, which were decomposed into 2,201 elements (phrases, sentences, or paragraphs). Using mixed-methods research combining quantitative and qualitative methodologies, the elements of the ethical codes were analyzed, interpreted, and classified to identify the dominant themes and discourses used by the students when addressing issues related to safe online use.

Findings

Findings indicate that Israeli students are aware of the dangers and risks of the internet, and these concerns are reflected in their own ethical codes. The students discouraged online self-exposure and encouraged precautions and wariness towards members of out-groups. The themes included sentences which asked for responsible, appropriate, and lawful use, expressed concern about privacy issues, and stated the need for adult involvement. Most of them reflected an “us against them (strangers)” perspective.

Originality/value

The current study presents an innovative “bottom-up” program based on wisdom of the crowd approach, that can be implemented in schools internationally in order to encourage reflexivity and teach children the necessary skills for safe online experiences. In addition, this study analyses the school children’s own views of the dangers of social media and learn about their perspective and understanding of internet use.

Cyberbullying Victimization as a Predictor of Cyberbullying Perpetration, Body Image Dissatisfaction, Healthy Eating and Dieting Behaviors, and Life Satisfaction

Cyberbullying victimization and perpetration continues to be a serious public health, criminal justice, victimology, and educational problem in middle schools in the United States. Adolescents are at a higher risk of experiencing cyberbullying as a victim and/or as a bully given the frequency of their use of the Internet via social networking sites such as Facebook and mobile devices such as cell phones and tablets. To address this important problem, the purpose of this investigation was to examine cyberbullying victimization through communication technology as a predictor of cyberbullying perpetration, body image, healthy eating and dieting behaviors, and life satisfaction of sixth-, seventh-, and eighth-grade-level middle school students. The World Health Organization recruited participants by using a Health Behavior in School-Aged Children (HBSC) survey. In this in-class questionnaire, 6,944 middle school students were asked about their cyberbullying experiences as a victim and as a bully via Internet, email, and mobile communication technologies to obtain their evaluations of their body image, eating and dieting habits, and perceptions of life satisfaction. After controlling for demographic factors such as sex, age, and class level, this study found that cyberbullying victimization was a predictor of cyberbullying perpetration, body image dissatisfaction, dieting behaviors, and life satisfaction. However, this study did not find a correlation between cyberbullying victimization and students' healthy eating behaviors. This study also discussed each of the findings in the context of previous research findings. In addition, the study provides the strengths, limitations, and future directions for the future examination of cyberbullying victimization in middle schools.

How can adolescent aggression be reduced? A multi-level meta-analysis

Aggressive behaviour among adolescents has significant social and economic costs. Numerous attempts have been made to intervene to reduce aggression in adolescents. However, little is known about what factors enhance or diminish intervention effectiveness. The present systematic review and meta-analysis, therefore, seeks to quantify the effectiveness of interventions to reduce aggressive behaviour in adolescents and to identify when and for whom such interventions work best. Sixteen databases were searched for randomised controlled trials that assessed interventions to reduce aggression among adolescents. After screening 9795 records, 95 studies were included. A multi-level meta-analysis found a significant overall small-to-medium effect size (d = 0.28; 95% CI [0.17, 0.39]). More effective interventions were of shorter duration, were conducted in the Middle East, were targeted at adolescents with higher levels of risk, and were facilitated by intervention professionals. Potentially active ingredients were classified using the Behaviour Change Technique Taxonomy. Behavioural practice and problem solving were components of more effective interventions targeted at the general population. Overall the findings indicate that psychosocial interventions are effective in reducing adolescent aggression. Future trials need to assess the effect of individual techniques and their combination to identify the key components that can reduce aggression in adolescents.

Efficacy of Cyberbullying Prevention on Somatic Symptoms-Randomized Controlled Trial Applying a Reasoned Action Approach

The theory of reasoned action (ToRA) has been proposed as a framework for cyberbullying prevention design, targeting attitudes and norms. In this study effects of a long (10 weekly sessions) and a short (one day, four sessions) cyberbullying prevention program based on the ToRA were compared with a control group over 9 months. Longitudinal data from 722 students (mean age = 13.36) on cyberbullying, somatic symptoms, attitudes, and norms were analyzed within a structural equation model. Participation in the long intervention group significantly reduced cyberbullying (d = -0.584) and somatic symptoms (d = -0.316). No between-group differences emerged for attitudes and norms. Developmental trajectories and associations were found to be as suggested by ToRA in both cross-sectional and change-score analyses.

Les ressources numériques d’information offertes aux parents belges et canadiens francophones en réponse au problème de la cyberintimidation : une analyse critique du discours

Cadre de la recherche : Le mot « cyberintimidation » désigne toute situation où une personne ou un groupe communique un contenu à l’aide des technologies socionumériques, dans le but de nuire au bien-être d’une tierce personne. Cette recherche porte sur les ressources numériques d’information (RNI) offertes aux parents belges et canadiens francophones, en réponse à ce problème social.

Objectifs : S’appuyant sur la théorie de l’analyse critique du discours, notre recherche vise à décrire les manières d’agir et les manières d’être les plus souvent proposées aux parents belges et canadiens francophones, puis à les évaluer au regard de ce que la recherche scientifique juge souhaitable dans ce domaine.

Méthodologie : Une analyse du discours de 17 RNI belges et de 35 RNI canadiennes a été réalisée. Toutes les propositions traduisant des manières d’agir et les manières d’être dans ces documents ont été classées dans des catégories d’analyse tirées de la documentation scientifique.

Résultats : Le discours des RNI belges prescrit des modes d’intervention en situation de cyberintimidation qui sont proactifs ; des actions préventives misant sur la promotion du respect d’autrui ; une éducation aux médias prescriptive de bons usages ; l’exercice d’une parentalité démocratique à tendance autoritaire. Le discours des RNI canadiennes prescrit des modes d’intervention en situation de cyberintimidation axés sur le bien-être de l’enfant-victime ; des actions préventives portées sur la compréhension de l’univers sociomédiatique des jeunes ; une éducation aux médias misant sur l’accompagnement et le dialogue ouvert ; l’exercice d’une parentalité démocratique à tendance permissive.

Conclusions : Les deux pays se distinguent sur plusieurs plans en matière de manières d’agir et de manières d’être promues dans les discours des RNI. Nos observations rejoignent les conclusions d’enquêtes montrant que l’exercice de la parentalité en Europe latine se fait selon un modèle plus autoritaire que celui qui est en vogue au Canada.

Contribution : Notre recherche confirme le postulat de la théorie de l’analyse critique du discours selon lequel les discours sont orientés par des connaissances de sens commun (croyances, normes, valeurs) géographiquement et culturellement situées.

Effects of Intervention Program Prev@cib on Traditional Bullying and Cyberbullying

Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.

Cyberbullying among Young Users of Social Networks

In the recent years, the number of studies of modern adolescents’ aggressive behavior in the Internet, including cyberbullying, has increased. However, so far there are few summarizing works describing different aspects of this phenomenon and its specific manifestations in various social networks. The goal of the article is a review of foreign studies on virtual aggression among young users of social networks. Studies revealing peculiarities of the Internet-bullying in popular social networks and its negative psychological consequences are considered. Statistical data on the prevalence of cyberbullying among adolescents in a number of countries are given. The main motives of cyber-aggression are analyzed, as well as risk factors stimulating the involvement of young people in cyberbullying and factors decreasing its influences on the psychological well-being of young users. The article describes some modern areas of cyberbullying prevention. Better understanding peculiarities of adolescents’ aggressive behavior on various virtual platforms will help to develop effective anti-bullying programs and to increase the level of security for youth activities in the digital space.

A Systematic Research Synthesis on Cyberbullying Interventions in the United States

In a society where it is becoming more common for perpetrators to choose electronic forms of communication (cell phones, social media, etc.) to bully others, it is crucial that we understand how our country is working to intervene in this cyberbullying epidemic. Therefore, this systematic research synthesis sought to examine all intervention efforts addressing cyberbullying that have been implemented within the United States. A systematic search using variations of cyberbullying intervention program search terms was narrowed down to a final sample size of 11 articles fitting the inclusion and exclusion criteria. Results suggested that programs addressing cyberbullying have only been implemented in schools or online, and most have not been evaluated for their effect on actual cyberbullying behaviors, but rather on attitudes and intentions about cyberbullying. Despite the significant concern about cyberbullying and its potential problematic outcomes, there seems to be a glaring lack of effective evidence-based programs that have been implemented in the United States.

Ideas for addressing electronic harassment among adolescents attending a video blogging convention

Background

Electronic harassment affects 20–40% of adolescents and has been associated with significant negative outcomes including physical (ex. headache, abdominal pain), psychological (ex. depression, anxiety), and psychosocial (ex. school avoidance) problems. Evidence-based strategies to address electronic harassment are lacking, and few studies have incorporated adolescent input into intervention design. The purpose of this study was to use a novel data collection approach to determine perspectives on electronic harassment intervention and prevention from a targeted group of highly engaged adolescent technology users.

Methods

We conducted a qualitative survey of a purposeful sample of adolescents age 14 to 18 who were attending a video blogger convention in Seattle, Washington. Participants were approached by research staff and asked to read a vignette about an adolescent target of electronic harassment, then write down ideas for helping the target and/or preventing the scenario. Written responses were analyzed using a thematic analysis approach with an iterative comparative method to resolve any code discrepancies. We subsequently categorized codes into thematic code families to reach consensus about significant themes.

Results

67 eligible adolescents completed the survey. 91% of participants were female with a mean age of 15.3 years (SD = 1.3). Code families emerged regarding people who could be involved in responses to electronic harassment: (1) Individuals targeted by electronic harassment, (2) Friends and bystanders, (3) Adults, and (4) Social media websites and policymakers.

Conclusions

Findings demonstrate adolescent technology users’ views on several creative strategies to prevent or intervene with electronic harassment. These strategies can be categorized using a socioecological framework, demonstrating potential to address electronic harassment on multiple levels. Many suggested responses involved the target of electronic harassment, rather than the perpetrator; future education efforts may require additional focus on perpetrators for more upstream prevention.

How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization

Recently, cyber-victimization has become an ever increasing concern for adolescents. Given the negative consequences of cyber-victimization, it is important to understand how adolescents learn strategies to cope (i.e., "coping socialization") with cyber-victimization. The purpose of this study is to understand common coping strategies reported by adolescents, identify from whom youth learn cyber-victimization coping strategies (coaching), and explore how coaching is associated with adolescents' self-reported use of coping. In a sample of 329 adolescents (49% male; 70% white), we found that positive coping strategies (e.g., problem solving, seeking social support) are used most frequently, and adolescents' perceptions of both parent and peer coping socialization is associated with self-reported use of coping. Interventionists can use this information to adapt interventions to include influential positive socializers.

Systematic Review of Cyberbullying Interventions for Youth and Parents With Implications for Evidence-Based Practice

BACKGROUND

Cyberbullying is a new risk factor for the well-being of pediatric populations. Consequences of cyberbullying include both physical and mental health concerns such as depression, anxiety, and somatic concerns. Adolescents who have been victims of cyberbullying and developed secondary symptoms are often recommended to visit a healthcare provider to obtain effective, evidence-based treatment. To date, no interventions exist in the healthcare setting for adolescents who are victims of cyberbullying.

AIMS

The purpose of this project is to review interventional studies on cyberbullying that have components for adolescents who have been involved with cyberbullying and their parents and to provide recommendations on effective intervention components with the goal of guiding clinical practice.

METHODS

A systematic review was conducted using the Institute of Medicine guidelines. A comprehensive electronic literature search was completed targeting interventions of cyberbullying in any setting. No date limits were used. Literature was searched in MEDLINE, Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMed, Communication and Mass Media Complete, Education Information Resource Center (ERIC), and PsycINFO databases. The following search terms were applied "cyberbullying" + "intervention" or "treatment" or "therapy" or "program." Only articles with a pediatric population were selected for review.

RESULTS

Seventeen cyberbullying intervention programs in 23 articles were found to meet the search criteria. The most frequently used intervention components included education on cyberbullying for the adolescent, coping skills, empathy training, communication and social skills, and digital citizenship. Parent education on cyberbullying was also found to be important and was included in programs with significant outcomes.

LINKING EVIDENCE TO ACTION

As youth present to healthcare providers with symptoms related to cyberbullying, effective interventions are needed to guide evidence-based practice. This review supports educating the individual youth and parent on cyberbullying and teaching the youth skills in communication and social, empathy, coping with cyberbullying, and digital citizenship.

Raising awareness on cyber safety: adolescents' experience of a primary healthcare professional-led, school-based, multi-center intervention

Purpose Although safe Internet use is an emerging public health issue, there is a scarcity of published work describing relevant school-based interventions. The objective of this study was to explore the impact of a health professional-led, school-based intervention in raising awareness on cyber-safety in adolescents, Therefore, the aim of this study was to investigate adolescents' evaluation of this school-based intervention, 6 months after its implementation, as well as the impact of adolescents' school class and gender on their evaluation. Methods A student sample was selected using a multistage stratified random sampling technique, according to the location and school grade level (middle, high school). The students - aged from 12 to 18 years old experienced an interactive presentation in their classrooms on the amount of time spent online, the use of social networks and the available support services. An evaluation tool was completed anonymously and voluntarily 6 months after the intervention. Results Four hundred and sixty-two students (response rate 90.7%, 246 middle, 216 high school) completed the evaluation tool. Younger students, especially the ones in the first year of middle school, scored significantly higher in all six parameters used in the evaluation of this intervention compared with all the older participants: (a) they had kept the presented information on Safeline and Saferinternet websites and the helpline Ypostirizo (70.2% vs. 33.7%, p < 0.001) (b) they had already used it (32.5% vs. 12.3%, p < 0.001), (c) they had learned new information on cyber safety (66.4% vs. 34%, p < 0.001), (d) they rated the intervention as more interesting (median 8 vs. 7, p < 0.05), (e) they had reconsidered the way they use Internet (median 7 vs. 6, p < 0.05) and (f) they had changed their cyber behavior (median 7 vs. 5, p < 0.05). Conclusion The active involvement of students in a discussion on cyber-safety based on their experiences was highly evaluated. The impact of the intervention on the youngest students underlines the need for raising awareness on cyber-safety and support services, earlier in the students' life.

The Short-term Effects of a Cyberbullying Prevention Intervention for Parents of Middle School Students

This study experimentally evaluated the short-term effects of the Arizona Attorney General’s cybersafety promotion presentation, a key component of which is cyberbullying prevention. Fifty-one parents of children attending a middle school in the southwestern United States participated in the study. Results reveal parents who viewed the presentation believed their children to be more susceptible to cyberbullying, and indicated that they were more likely to talk to their children about saving evidence, not retaliating, and telling an adult compared to parents who had not viewed the presentation. The theoretical and practical implications of these results are discussed.

Social Representation of Cyberbullying and Adolescent Suicide: A Mixed-Method Analysis of News Stories

Cyberbullying has provoked public concern after well-publicized suicides of adolescents. This mixed-methods study investigates the social representation of these suicides. A content analysis of 184 U.S. newspaper articles on death by suicide associated with cyberbullying or aggression found that few articles adhered to guidelines suggested by the World Health Organization and the American Foundation for Suicide Prevention to protect against suicidal behavioral contagion. Few articles made reference to suicide or bullying prevention resources, and most suggested that the suicide had a single cause. Thematic analysis of a subset of articles found that individual deaths by suicide were used as cautionary tales to prompt attention to cyberbullying. This research suggests that newspaper coverage of these events veers from evidence-based guidelines and that more work is needed to determine how best to engage with journalists about the potential consequences of cyberbullying and suicide coverage.

Cyberbullying Prevention and Intervention Efforts: Current Knowledge and Future Directions

Bullying is a serious public health concern that is associated with significant negative mental, social, and physical outcomes. Technological advances have increased adolescents' use of social media, and online communication platforms have exposed adolescents to another mode of bullying- cyberbullying. Prevention and intervention materials, from websites and tip sheets to classroom curriculum, have been developed to help youth, parents, and teachers address cyberbullying. While youth and parents are willing to disclose their experiences with bullying to their health care providers, these disclosures need to be taken seriously and handled in a caring manner. Health care providers need to include questions about bullying on intake forms to encourage these disclosures. The aim of this article is to examine the current status of cyberbullying prevention and intervention. Research support for several school-based intervention programs is summarised. Recommendations for future research are provided.

Theory-Based Formative Research on an Anti-Cyberbullying Victimization Intervention Message

Cyberbullying is a common byproduct of the digital revolution with serious consequences to victims. Unfortunately, there is a dearth of empirically based methods to confront it. This study used social cognitive theory to design and test an intervention message aimed at persuading college students to abstain from retaliation, seek social support, save evidence, and notify authorities-important victim responses identified and recommended in previous research. Using a posttest-only control group design, this study tested the effectiveness of an intervention message in changing college students' perceived susceptibility to and perceived severity of cyberbullying as well as their self-efficacy, response efficacy, attitudes, and behavioral intentions toward each recommended response in future episodes of cyberbullying. Results indicated that the intervention message caused participants in the experimental condition to report significantly higher susceptibility, but not perceived severity, to cyberbullying than those in the control condition. The intervention message also caused expected changes in all outcomes except self-efficacy for not retaliating and in all outcomes for seeking social support, saving evidence, and notifying an authority. Implications for message design and future research supporting evidence-based anti-cyberbullying health communication campaigns are discussed.

Impact of the ConRed program on different cyberbulling roles

This article presents results from an evaluation of the ConRed cyberbullying intervention program. The program's impacts were separately determined for the different roles within cyberbullying that students can take, i.e., cyber-victims, cyber-bullies, cyber-bully/victims, and bystanders. The ConRed program is a theory-driven program designed to prevent cyberbullying and improve cyberbullying coping skills. It involves students, teachers, and families. During a 3-month period, external experts conducted eight training sessions with students, two with teachers and one with families. ConRed was evaluated through a quasi-experimental design, in which students from three secondary schools were separated into experimental and control groups. The sample comprised 875 students, aged between 11 and 19 years. More students (n = 586) were allocated to the experimental groups at the specific insistence of the management of all schools; the remainder (n = 289) formed the control. Repeated measures MANOVA showed that cyber victims, cyber aggressors and cyberbully/victims reduced their involvement in cyberbullying. Moreover, cyber-victims and bystanders adjusted their perceptions about their control of personal information on the Internet, and cyber aggressors and bystanders reduced their Internet dependence. The ConRed program had stronger effects on male participants, especially in heightening their affective empathy.

Cyberbullying Prevalence Among US Middle and High School-Aged Adolescents: A Systematic Review and Quality Assessment

PURPOSE

Cyberbullying (CB) has established links to physical and mental health problems including depression, suicidality, substance use, and somatic symptoms. Quality reporting of CB prevalence is essential to guide evidence-based policy and prevention priorities. The purpose of this systematic review was to investigate study quality and reported prevalence among CB research studies conducted in populations of US adolescents of middle and high school age.

METHODS

Searches of peer-reviewed literature published through June 2015 for "CB" and related terms were conducted using PubMed, PsycINFO, CINAHL Plus, and Web of Science. Included manuscripts reported CB prevalence in general populations of US adolescents between the ages of 10 and 19 years. Using a review tool based on the Strengthening the Reporting of Observational Studies in Epidemiology statement, reviewers independently scored study quality on study methods, results reporting, and reported prevalence.

RESULTS

Search results yielded 1,447 manuscripts; 81 manuscripts representing 58 unique studies were identified as meeting inclusion criteria. Quality scores ranged between 12 and 37 total points of a possible 42 points (mean = 26.7, standard deviation = 4.6). Prevalence rates of CB ranged as follows: Perpetration, 1%-41%; victimization, 3%-72%; and overlapping perpetration and victimization, 2.3%-16.7%.

CONCLUSIONS

Literature on CB in US middle and high school-aged students is robust in quantity but inconsistent in quality and reported prevalence. Consistent definitions and evidence-based measurement tools are needed.

Cyberbullying: Review of an Old Problem Gone Viral

PURPOSE

Despite being relatively new, cyberbullying is now well recognized as a serious public health problem affecting children and adolescents. Scientific exploration has lagged media attention, but a synthesis of studies across several disciplines permits an understanding of its epidemiology, phenomenology, mental health dimensions, and management tools.

METHODS

To assess current knowledge of cyberbullying, we searched the MEDLINE, PubMed and PsycINFO databases for articles on "cyberbullying" and related designations. The Google search engine was used to capture otherwise unpublished legislative, governmental, and community response data and to help identify relevant books and book chapters.

RESULTS

A significant proportion of children and adolescents (20%-40%) have been victims of cyberbullying, with females and sexual minorities seemingly at higher risk. Perpetrators are more likely to be male. By nature of the electronic platform, there seems to be an easier path to the bully-victim phenomenon (victims who become bullies or vice versa) than that in traditional bullying. A nonlinear relationship with age is suggested, but demographic data overall are preliminary. Accompanying psychopathology, including an increasingly well-established link to suicidality, is common. Several prevention and management approaches have been proposed to help prevent cyberbullying or mitigate its effects.

DISCUSSION

Cyberbullying's seeming ubiquity, its disproportionate toll on vulnerable populations (e.g., children and sexual minorities), the link with suicidality, and the expected continued rise in Internet penetrance and connectivity make confronting it an urgent matter. A multipronged approach is most likely to succeed and would include: educational media campaigns; school-based programs; parental oversight and involvement; legislative action; and screening and evidence-based interventions by health care providers, especially pediatricians and mental health professionals.

CONCLUSIONS

More research is needed into cyberbullying, but available data suggest a serious problem whose consequences are real and should not be dismissed as a "virtual" by-product of an increasingly digitalized childhood and adolescence.

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.