School Interventions for Bullying-Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects

Forms of Face-to-Face Victimization as Significant Correlates of General Online Victimization and Sexual Online Victimization

Research has shown that face-to-face victimization is a risk factor for the online victimization of adolescents, but no prior study has examined and compared four forms of face-to-face victimization (physical victimization, verbal victimization, social manipulation, and attacks on property) as significant correlates of general online victimization and sexual online victimization among adolescents. This original study involved 794 adolescents (483 males and 311 females), aged 12 to 18 years (M = 14.49, SD = 1.90) from four middle schools in Hong Kong. The participants completed a self-report questionnaire consisting of three parts: the Multidimensional Peer Victimization Scale, the Online Victimization Scale, and demographic items. Verbal victimization and social manipulation were found to be significant correlates of general online victimization; in contrast, physical victimization and attacks on property were significant correlates of sexual online victimization. These findings may help professionals and educators to develop effective prevention and intervention strategies for preventing the cycle of victimization between physical and online platforms as well as reducing the suicide risk and crises among at-risk victimized adolescents.

School prevention of non-consensual sexting among middle adolescents: Does sexual preoccupation awareness matter?

Although non-consensual sexting seems to concern not only adults but also middle adolescent students, with detrimental consequences on their well-being, the related research-based effective school prevention programs are almost absent. Furthermore, there is an unanswered research question as to whether sex-related issues, such as sexual preoccupation, matters in adolescents' non-consensual sexting and its prevention. The present study investigated the effectiveness of a school-based intervention against non-consensual sexting among middle adolescents, based on the European funded program TABBY (Threat Assessment of Bullying Behavior in Youth). Furthermore, the predictive role of sexual preoccupation was examined. Overall, 280 Greek students from randomly selected junior high school responded to self-report scales on non-consensual sexting and sexual preoccupation. Based on an experimental longitudinal research design, only the experimental (N = 131), but not the control group of students (N = 149), participated in the intervention. To test the effectiveness of the intervention, both student groups completed the scales before (1st phase), immediately after (2nd phase), and six months after the intervention (3rd phase), which was implemented by trained teachers. The results showed both, the short-term and long-term effectiveness of the intervention. Also, the study highlighted the significant contribution of sexual preoccupation awareness in reducing non-consensual sexting, especially immediately after and six months after the intervention. The study implies the necessity to adapt existed prevention programs to the specific parameters of non-consensual sexting, integrating at the same time sexual preoccupation awareness activities to better address this issue.

Unmasking the Pandemic's Hidden Challenge

In the COVID-19 pandemic, a new challenge emerges in the digital realm – a surge in cyberbullying fuelled by social isolation. This chapter explores the intricate connection between isolation measures and the alarming rise in online harassment. Lockdowns and distancing have turned the online space into both a refuge and a battlefield, revealing unique consequences of isolation. The pandemic has reshaped cyberbullying, with increased screen time, online education, and heightened social media engagement playing complex roles. As social isolation heightens vulnerability, the line between physical and digital blurs, exposing individuals to online harassers. The chapter acknowledges the profound impact of social isolation on mental health, with pandemic stressors and online anonymity fostering anxiety among cyberbullying victims. Educational settings, grappling with remote learning challenges, also experience the ripple effects of cyberbullying. Despite these challenges, coping strategies and support mechanisms emerge, aiding individuals in navigating the digital landscape safely.

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students' Bullying Behavior in Jiangsu Province

(1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students' bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school's bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71-0.99, p < 0.05). Establishing bullying disposal procedures was not significantly associated with multiple bullying victimization rates (OR = 0.89, 95%CI: 0.73-1.09, p > 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools.

An Entangled Relationship between Bullying Perception and Psychosocial Dimensions in a Sample of Young Adolescents

BACKGROUND

Bullying is a hostile behavior repeated over a time period, affecting children and adolescents in different social settings, mainly small and stable ones like school, with negative effects on mental and physical health. In this study, we aimed to provide the degree of impairment of different variables related to health and well-being in bullying conditions, with attention to sex differences.

METHODS

Data were obtained from 5390 adolescents (mean age 13.08 ± 1.89; male 2729), and health-related quality of life (HRQoL) was assessed using the KIDSCREEN-52 questionnaire.

RESULTS

In all students, mood and emotion, self-perception, and parental relationships are the dimensions more compromised in bullying conditions, while lifestyle habit is the variable less involved. Bullied girls show a significant impairment of all HRQoL variables both with respect to the socially accepted counterpart and to the male population.

CONCLUSIONS

Our study highlights the strict association between bullying and emotional and social dimensions, suggesting that enhancing them preventively could facilitate earlier detection of problems, thereby reducing health risks.

The association between psychosocial factors, protective factors, and its associated triggers with psychological distress among Bolivian adolescents

The purpose of this study is to investigate the association between psychosocial factors, protective factors, and its associated triggers with psychological distress among Bolivian adolescents. This cross-sectional study was conducted by investigating the 2018 Bolivia global school-based student health survey (GSHS). The total number of students who participated in this survey was 7931, and the final sample was 7377. The mean age of the participants was 15.3 years (SD = 1.4). Psychological distress was assessed with a 2-item screener (loneliness and worry induced sleep disturbance). In all 22.3% of participants reported experiencing psychological distress, with 18.1% among adolescent males and 26.2% among adolescent females. In adjusted logistic regression analysis (AOR, 95% CI), there are two significant directions of association. One is the negative association, such as parental involvement as a protective factor. School adolescents who had more parental involvement were less likely to experience psychological distress. Parents understand problems or worries (0.64, 0.54-0.75, p < .001) and parents disregard privacy (0.69, 0.58-0.82, p < .001). On the other hand, many psycho-social factors are significantly positively associated with psychological distress. School adolescents who experience more psychosocial factors are more likely to experience psychological distress. Physical assault in the previous year (1.83, 1.59-2.11, p < .001), being bullied at school (1.27, 1.07-1.52, p < .01), being bullied outside of school (1.36, 1.15-1.61, p < .001), and being cyberbullied (1.60, 1.37-1.88, p < .001), were all significantly associated with psychological distress. Healthy relationships in a family, and interventions to reduce violence and bullying, should be encouraged and promoted.

Digital Media Used in Education: The Influence on Cyberbullying Behaviors among Youth Students

Students, colleagues, and other members of society are increasingly using digital media. Students utilize digital media for a variety of reasons, including communication, gaming, making new friends, and simply being curious. However, there are some disadvantages to using digital media. Cyberbullying, cyberharassment, and cyberstalking are examples of useful digital media activities that can have a negative impact on digital media users and lead to societal issues. Surprisingly, limited studies have investigated cyberbullying in depth, utilizing a broad and varied sample of Middle Eastern institutions. As a result, the purpose of this study is to fill a research vacuum by questioning students' use of digital media for cyber involvement. This research aims to create a model for assessing the ethical consequences of behaviors that directly impact students' psychological health because of their use of digital media. The questionnaire looked at how people used digital media to engage in cyberbullying and cyber engagement, the ethical implications of bullying, and being harassed, stalked, and bullied. The study employed a quantitative questionnaire to collect data to achieve the research goal. It was given to 1012 students who are digital media users. Partial least squares (PLS) and structural equation modeling (SEM) were used to examine the data. Considering the empirical data, nearly half of the participants admitted to being harassed, stalked, or bullied on different digital platforms. The evaluation of discriminant validity is a prerequisite factor for examining possible variables' relationships. The goodness-of-fit index indicates that the model is well-fit. Through the established model, decision-makers and school administration would be able to implement measures that would effectively reduce cyber harassment among students and improve the digital media usage experience.

Parenting Styles and Self-Esteem in Adolescent Cybervictims and Cyberaggressors: Self-Esteem as a Mediator Variable

BACKGROUND

Family relationships and self-esteem are relevant variables into the understanding of cyberbullying. However, little is known about the mediating role of self-esteem in the connections between cyberbullying and parenting. The study had two goals: (1) to analyze the relation between being a cybervictim and/or cyberaggressor and self-esteem, parents' acceptance/coercion, and parenting styles and (2) to explore whether self-esteem is a mediator in the relationship between parents' acceptance/coercion and being a cybervictim/cyberaggressor.

METHOD

The sample comprises 3026 Spanish adolescents (51.5% girls and 48.5% boys) aged 12-18 years (M_age = 14.39; SD = 1.69). The study has a cross-sectional design, retrospective ex-post with multiple measurements.

RESULTS

(1) cybervictims and cyberaggressors have low self-esteem, and their parents have a low level of involvement/acceptance and a high level of coercion/imposition towards their sons/daughters, (2) participants whose parents were authoritarian obtained significantly lower scores in self-esteem and higher scores in cybervictimization/cyberaggression, whereas those whose parents were indulgent obtained significantly higher scores in self-esteem and lower scores in cybervictimization/cyberaggression, and (3) it was found a mediation of self-esteem in the relationship between the involvement/acceptance of both parents and being a cybervictim, as well as between the father's coercion/imposition and being a cyberaggressor.

CONCLUSION

An adequate level of self-esteem, high parental acceptance/involvement, and a reasonably low level of coercion/discipline as the parenting style can have very positive effects on the prevention of cyberbullying.

Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System

Emotional dysregulation is a key factor in the development and maintenance of multiple disabling mental disorders through a person’s lifespan. Therefore, there is an urgent need to prevent emotional dysregulation as early as possible. The main aim of this study was to evaluate the acceptability and preliminary effectiveness of an adapted Dialectical Behavior Therapy Skills Training program for Emotional Problem Solving in Adolescents (DBT STEPS-A) during secondary school. The sample included 93 adolescents (mean age = 12.78; SD = 0.54; and 53% female) studying in their 2nd year of secondary school in a public center in Catalonia (Spain). Measures of acceptability, difficulties of emotional regulation, mental health problems, and life satisfaction were completed before and after participation in the DBT STEPS-A program during one academic year. The majority of students rated the program as useful (64%) and enjoyed the classes (62%) and 48% of them reported practicing the newly learned skills. Statistically significant improvements were revealed in some emotional regulation-related variables, namely the number of peer problems (p = 0.003; d = 0.52) and prosocial behaviors (p < 0.001; d = −0.82). Although non-significant, the scores in the remaining outcomes indicated a general positive trend in emotional dysregulation, mental health, and life satisfaction. The adapted DBT STEPS-A was very well-accepted and helped overcome some emotional regulation difficulties in Spanish adolescents.