Emociones de agresores y víctimas de cyberbullying. Un estudio preliminar en estudiantes de Secundaria.

Ansiedad y Estres 01/2009; 15:151-165.

ABSTRACT Information and Communication Technologies (ICT) have generated new forms of communication. As in traditional communication scenarios, potentially harmful relational dynamics, such as intimidation and harassment between peers (cyberbullying), may develop in these scenarios. In addition,
some of the characteristics of these new forms of communication may facilitate the establishment of these forms of aggression. This study analyzes the emotional perceptions of the pupils involved in cyberbullying
via the Internet. Participants were 830 pupils from 10 secondary schools in Cordoba (Spain). The instrument used was “Cuestionario Cyberbullying” (Ortega, Calmaestra & Mora-Merchán, 2007). Results confirmed that, as in traditional bullying, bullies and victims show different emotional perceptions about the victim’s suffering. Data suggest that bullies and aggressive-victims may show an emotional perception deficit that could mean they are insensitive to the victim’s feelings.

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    ABSTRACT: We examine the emotional impact caused to victims of bullying in its traditional form, both directly and indirectly, as well as bullying inflicted by use of new technologies such as mobile phones and the Internet. A sample of 1, 671 adolescents and young people responded to a questionnaire which asked if they had been victims of various forms of bullying, as well as the emotions this caused. The results show that although traditional bullying affected significantly more young people than cyberbullying, the latter affected one in ten adolescents. Analysis of the emotions caused showed that traditional bullying produced a wide variety of impacts, with the victims being divided into five different emotional categories, while indirect bullying and cyberbullying presented a narrower variety of results with the victims being classifiable into just two groups: Those who said that they had not been emotionally affected and those who simultaneously suffered from a wide variety of negative emotions. The influence of age, gender, and severity on each emotional category is also analyzed. © 2009 Hogrefe Publishing.
    Zeitschrift für Psychologie 01/2009; 217:197-204. DOI:10.1027/0044-3409.217.4.197
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    ABSTRACT: Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying.
    Aggressive Behavior 09/2012; 38(5):342-56. DOI:10.1002/ab.21440
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    ABSTRACT: This article reviews a body of research on peer harassment mode called cyberbullying and its manifestations thorough Internet and social networks. Three thematic areas are introduced into which research has been directed: risk factors, emotional aspects involved in situations of risk, and intervention strategies to prevent complex situations that arise. It is emphasized the need to appreciate the complexity of moral, ethical, legal and educational aspects behind this type of interaction in society and the systemic relationships; those are rooted, reinforced and shaped by adult society. The starting point of this review is the need to recognize the limitations of some of the studies made and the importance of redirect research and those social and educational interventions in this line. It is necessary to broad the spectrum of understanding and intervention to comprehensive perspectives in which personal, social and cultural factors become important.
    12/2012; 29(3):707-730.