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Pfetsch, J,, Müller, C.R., Walk, S., & Ittel, A. (2014). Bewältigung von Cyberviktimisierung im Jugendalter – Emotionale und verhaltensbezogene Reaktionen auf Cyberbullying, Praxis Kinderpsychologie und Kinderpsychiatrie, 63, 343-360.
Abstract
Die Erfahrung von Cyberviktimisierung geht mit gesundheitlichen, psychischen und Verhaltensproblemen bei Kindern und Jugendlichen einher. Dabei ist bislang wenig erforscht, wie die Betroffenen auf Cyberviktimisierung reagieren und welche Faktoren soziale, problemorientierte, technische oder hilflose Bewältigungsstrategien beeinflussen. Die vorliegende Online-Studie mit 428 Jugendlichen berücksichtigt Alter, Geschlecht, durchschnittliche Internetnutzung, Häufigkeit der Cyberviktimisierung, Rollen bei Cyberbullying sowie emotionale Reaktionen auf Cyberviktimisierung als Einflussfaktoren der genannten Bewältigungsstrategien. Häufig gehen die Rollen (im Sinne des Participant Role-Ansatzes) als Cyberbully, Cybervictim, Verteidiger oder Außenstehende ineinander über. Logistische Regressionsanalysen verweisen auf die wichtige Bedeutung emotionaler Reaktionen wie Ärger oder Hilflosigkeit und der Rollen als Cyberbully-Victim oder Außenstehender. Jüngere Befragte berichteten häufiger über Cyberviktimisierung, während die Häufigkeit der Cyberviktimisierung und das Geschlecht gar nicht sowie die Internetnutzung nur punktuell zur Vorhersage der Bewältigungsstrategien dienten. Die Befunde verdeutlichen die Bedeutung emotionaler Reaktionen auf Cyberviktimisierung sowie unterschiedlicher Rollen im Prozess von Cyberbullying. Als Ansatzpunkte für die Prävention und Intervention von Cyberviktimisierung werden die Regulation negativer Emotionen, Vermittlung technischer Bewältigungsstrategien sowie die Reflexion der Rollen bei Cyberbullying vorgeschlagen. Idealerweise werden dazu unterschiedliche Personengruppen einbezogen – Jugendliche, Eltern, pädagogisches Personal innerhalb und außerhalb der Schule, Professionelle aus Beratung und Therapie sowie Internet- und Mobilfunkbetreiber.
... With regard to cybervictimization, previous studies highlighted the tendency of the cybervictim to suppress emotions and/or to limit them to anger, feelings of impotence, fear, and sadness (Vranjes et al., 2018;Carvalho et al., 2018;Ittel et al., 2014). In addition, psychosomatic symptoms such as headache, stomach pain, and sleep disorders can occur in cyber-victims (Sourander et al., 2010). ...
... A substantial number of cybervictims experience distress when they become the target of an online aggression (Sourander et al., 2010), with feelings of depression, hopelessness, anxiety, frustration, anger, and reduced self-esteem leading to interpersonal difficulties (Völlink et al., 2013). Victims of cyberbullying are more frequently younger than cyberbully victims and more often females (Carvalho et al., 2018;Ittel et al., 2014). ...
Cyberbullying is an intentional aggressive behavior repeatedly perpetrated by a single person or a group against a peer who can not easily defend, characterized by the use of electronic forms of contact. This phenomenon is a public health concern with serious implications for adolescents’ mental health. We aimed to investigate the role of gender, age, and subjective self perceived mood states in cyberbullying and victimization (being a victim of cyberbullying) behaviors. A total of 554 adolescents (293 males and 261 females, age 15.27; SD = 2.21) completed the Florence Cyber-Bullying Cyber-Victimization Scales (FCBVSs) and the Profile of Mood States (POMS). Older age and male gender were associated to both cyberbullying and victimization.The aggressiveness/anger (A) and confusion/bewilderment (C) factors measured by the POMS were predictors of all types of cyberbulliyng and cybervictimization behaviors; the tension/anxiety (T) factor was a predictor of all cyberbullying behaviors and of the FCBVSs impersonification subscale of cybervictimization. Subjective specific mood states may contribute to both cyberbulliyng and victimization behaviors, suggesting the potential benefit of preventive strategies addressing the recognition and management of mood states in adolescents.
... Avoidance-oriented coping refers to the victim's attempt to relieve themselves mentally or physically of the stressful situation (Raskauskas and Huynh, 2015;Biggs et al., 2017). With regard to adolescents' coping strategies, the support of parents and friends is also significant (Beyer and Lohaus, 2007;Pfetsch et al., 2014). During adolescence, young people have to adjust to and learn to cope with cognitive, social, emotional, and physical changes. ...
Cyberbullying is repeated aggression via digital media. There is extensive research analyzing forms of cyberbullying (e.g., relational or picture-based cyberbullying) and coping reactions (e.g., passive coping, seeking social support, retaliation). However, the mechanisms of cyberbullying in a multicultural society are not well-understood yet. Studies from the US show lower rates of cybervictimization for ethnic minorities, but comparable outcomes, studies from outside the US show different results. The present study focuses on the prevalence of ethnic/racist motives for cybervictimization as compared to non-ethnic/racist motives among adolescent students in a sample from Germany. Moreover, this study examines whether students with a migration background experience more strain and employ the same coping strategies as students without a migration background. An ethnically diverse sample of N = 348 adolescents, aged M = 14.1 (SD = 1.2) years, 50% males, completed a questionnaire about cyberbullying, perceived strain, motives for cybervictimization and coping behavior. Twenty-one percentage of the sample had no, 14% had a first-generation, and 66% had a second-generation migration background. Adolescents with a migration background generally reported higher levels of all victimization motives. No difference in perceived strain was found between the migration status groups. Ethnicity-based motives only significantly predicted ethnic/racist victimization, while dispute-related motives predicted all types of cybervictimization. First-generation migration background, ethnicity-based cybervictimization and perceived strain all played an important role in the different coping strategies. In sum, ethnic/racist cybervictimization seems prevalent especially among first generation adolescents, who are affected in a comparable manner as non-immigrants. Adolescents with a first-generation migration background seem to be especially vulnerable. Prevention and intervention efforts should focus on functional coping strategies especially for this group on the one hand. On the other hand, evidence-based intervention programs should be implemented to reduce bias and ethnicity-/race-based perpetration and victimization to foster successful acculturation and integration.
... The present results do not depict these influences. Also, Pfetsch, Müller, Walk, and Ittel (2014) found that cyberbullying roles are not necessarily mutually exclusive. In their sample, only 40% of the 428 adolescents could be assigned one role while the rest had two to four roles within one single incident. ...
The present analyses empirically explored the roles in cyberbullying by using Latent Class Analysis. Potential predictors of class membership were also examined using multinomial logistic regression analysis. Participants were 849 German students (52.7% girls, 45.6% boys, Mage = 13.4 years, SDage = 1.1 years). Observed indicators of latent class measured own involvement in cyberbullying, reactions to cyberbullying of classmates, and behavioral willingness as assistant and as defender. Indicators for the post-hoc regression analyses were proactive aggression, reactive aggression, self-esteem, cognitive, and affective empathy. Control variables were age and gender. A model with five classes was chosen. The classes were labeled prosocial defenders, communicating outsiders, aggressive defenders, bully-victims, and assistants. The results of the post-hoc regression analyses showed that students in the classes especially differed regarding types of aggression and social competencies. Based on answer patterns, cyberbullying roles beyond the bullying-triad can be found. Remarkably, three of the classes are bystanders, i.e. they are not directly involved in cyberbullying. Two of these classes showed helping behavior and made up almost two thirds of the sample. Knowledge about cyberbullying roles and their predictors is important to inform the planning and development of interventions. The results further indicate that interventions should especially take into account antisocial and passive behavioral patterns in the context of cyberbullying.
Open Access: https://cyberpsychology.eu/article/view/11433/10207
... B. prosoziales Verhalten in der Schule oder im Alltag) durch die Messung von medienbasierter Empathie besser vorhergesagt werden kann als durch traditionelle Empathie allein. Zudem soll der Rolle von empathischen Reaktionen bei Cyberbullying und Immersion bei Videospielen eine besondere Bedeutung beigemessen werden (Persky & Blascovich, 2008;Pfetsch, Müller, Walk, & Ittel, 2014), da zu diesen beiden Forschungsfeldern bislang inkonsistente Befunde vorliegen. ...
Zusammenfassung. Empathie ist die Fähigkeit, die Emotionen anderer Personen zu verstehen und mitzufühlen ( Cohen & Strayer, 1996 ). Im Kontext der modernen Mediennutzung ist die Rolle von Empathie vergleichsweise wenig erforscht. Dabei scheint Empathie im Medienkontext und in direkter Kommunikation unterschiedlich zu entstehen (z. B. Leibetseder, Laireiter & Köller, 2007 ). Die vorliegende Arbeit stellt eine neue, der aktuellen Mediennutzung angemessene Skala zu medienbasierter Empathie (MBE) vor. Item- und Faktorenanalysen führten zu vier Subskalen: Mediale Anteilnahme, Affektive Medienempathie, Kognitive Medienempathie und Immersion bei Videospielen. Sowohl in einer Jugendlichen- (N = 273) als auch einer Erwachsenenstichprobe (N = 373) fanden sich eine identische Faktorstruktur und hohe Reliabilitäten. Die Konstruktvalidität konnte durch Zusammenhänge mit traditioneller Empathie, Aggression, Cyberbullying und Mediennutzung bestätigt werden. Der Subskala Immersion bei Videospielen kommt eine spezifische Rolle zu, was eine Auswertung auf Subskalenniveau nahelegt. In einem Ausblick wird erläutert, wie die MBE-Skala die Medienwirkungsforschung bereichern kann.
Soziale Interaktionen von Kindern und Jugendlichen finden längst nicht mehr nur auf dem Schulhof statt, sondern zunehmend auch in virtuellen Räumen. Dieses Buch beleuchtet die zentralen Risiken, mit denen Kinder und Jugendliche bei ihren Interaktionen im Internet konfrontiert werden können: Cybermobbing, Online-Hatespeech, non-konsensuales Sexting und Cybergrooming. Auf der Grundlage entwicklungs- und medienpsychologischer Befunde und Theorien werden Gemeinsamkeiten und Besonderheiten dieser Risiken, Präventions- und Interventionsansätze sowie Empfehlungen für Forschung und Praxis vorgestellt. Das Buch bietet einen wissenschaftlich fundierten und praxisrelevanten Überblick zu aktuellen Themen der Online-Nutzung im Kindes- und Jugendalter.
Bullying at school—understood as repeated aggression towards a person who has difficulty defending themselves—violates social norms and constitutes a fundamental injustice. Bullying, harassing, belittling those weaker than oneself violates fundamental rights of those affected, which is why it is cause for moral courageous behavior on the part of observers. At the same time, bullying often takes place in the presence of other people, who, however, are often reluctant to stand up for the victims. In this context, moral courage is understood as socially courageous, prosocial behavior of standing up for weaker third parties, which is based on universal, democratic values and involves the risk of negative consequences. This contribution deals with why bystanders remain passive instead of showing moral courage to stand up for those affected by bullying and how they can be activated to provide positive support for victims.
The presence of unsuitable coping and emotion regulation strategies in young populations with gambling disorder (GD) and in those who have experienced cyberbullying victimization has been suggested. However, this association has not been explored in depth. In this study, our aim was to analyze individual differences in emotion regulation, coping strategies, and substance abuse in a clinical sample of adolescents and young adult patients with GD (n = 31) and in a community sample (n = 250). Furthermore, we aimed to examine the association between cyberbullying and GD. Participants were evaluated using the Cyberbullying Questionnaire-Victimization, the Canadian Adolescent Gambling Inventory, the Coping Strategies Inventory, the Difficulties in Emotion Regulation Scale, the Alcohol Use Disorders Identification Test and the Drug Use Disorders Identification Test. Structural Equation Modeling was used to explore associations between these factors in a community sample and in a clinical group. In both groups, exposure to cyberbullying behaviors was positively associated with higher emotion dysregulation and the use of maladaptative coping styles. Our findings uphold that adolescents and young adults who were victims of cyberbullying show difficulties in emotion regulation and maladaptive coping strategies when trying to solve problems. The specific contribution of sex, age, gambling severity, emotion regulation, and coping strategies on cyberbullying severity is also discussed. Populations at vulnerable ages could potentially benefit from public prevention policies that target these risk factors.
Bullying in der Schule – als wiederholte Aggression gegenüber einer Person, die sich nur schwer selbst helfen kann – verletzt soziale Normen und stellt eine fundamentale Ungerechtigkeit dar. Schwächere zu schikanieren, zu belästigen, herabzuwürdigen, verletzt grundlegende Rechte der Betroffenen, weshalb es Anlass für zivilcouragiertes Verhalten der Beobachter ist. Zugleich findet Bullying häufig in der Anwesenheit anderer Personen statt, die jedoch häufig zögern, sich für die Opfer einzusetzen. Zivilcourage wird dabei verstanden als sozial mutiges, prosoziales Verhalten, sich für schwächere Dritte einzusetzen, das auf universalen, demokratischen Werten beruht und mit dem Risiko negativer Konsequenzen verbunden ist. Warum Bystander passiv bleiben, statt sich zivilcouragiert für die Betroffenen von Bullying einzusetzen und wie sie für eine positive Unterstützung der Opfer aktiviert werden können, behandelt der vorliegende Beitrag.
In this study, behavioral and emotional reactions to cyberbullying were investigated by surveying 567 undergraduate-level university students and 211 high school students. Among the study participants, 170 of the undergraduates (29.98%) and 120 of the high school students (56.87%) reported that they had recently been cyberbullied. A four-factor scale with 37 items was used to investigate the behavioral cyberbullying reactions of victimized students. The four factors were revenge, countermeasure, negotiation and avoidance. An additional two-factor scale with 11 items was used to classify victimized students’ emotional reactions as either internalizing or externalizing. Explained variance values of both scales were above 50%, and the factors were found to have acceptable internal consistency coefficients. Behavioral and emotional reactions varied according to gender and school level. Computer self-efficacy and internet use were associated with different reaction types.
Bystanders in cyberaggresion can support the victim, join the aggressor, or remain passive. We examined how supportive and passive adolescent Czech cyberbystanders (N = 443, ages 12–18) differ in terms of individual characteristics, emotional responses, and contextual factors. The most substantial distinguishing factor between the two groups turned out to be whether they had received a request to help the victim. After such request, cyberbystanders supported the victim; moreover, most of those who had not been asked reported that they would have actively reacted to a request for help. The findings also showed the significant role of immediate empathic response, which increased the odds of support even after controlling for individual characteristics. The results are discussed with regard to prevention and intervention efforts.
Adolescents in Web 2.0: Risks and Chances That almost all adolescents possess an individual access to the internet and that they use it every day, lays the foundation for the improved means of self presentation and participation that are known by the notion of Web 2.0. Social networks and other interactive internet formats give rise to new risks like cyber mobbing which is the topic of three contributions. At the same time, Web 2.0 offers chances in the form of online counseling and online therapy that cater to the preferences of media-friendly target group of adolescents. Zusammenfassung Dass mittlerweile nahezu alle Jugendlichen einen eigenständigen Zugang zum Internet haben und sie diesen täglich nutzen, schafft die Grundlage für die erweiterten Formen der Selbstdar-stellung und der Partizipation, die unter dem Schlagwort Web 2.0 bekannt sind. Die sozialen Netzwerke und anderen interaktiven Internetangebote bieten sowohl Risiken in Form von Cybermobbing, das in drei Beiträgen thematisiert wird, als auch Chancen in Form von inter-netgestützten Beratungs-und Therapieangeboten, die die medienfreundliche Zielgruppe der Jugendlichen besonders ansprechen.
Zusammenfassung Wenn Lis (2007) Annahme zutrifft, dass das neue Phanomen Cyberbullying nichts anderes ist als "alter Wein in neuen Schlauchen", dann sind viele Cyberbullies und Cybervictims gleich-zeitig auch Bullies und Victims im realen Leben. Weitere Ziele waren, die Pravalenz von (Cyber-)Bullying zu messen und die Gemeinsamkeiten und Unterschiede beider Formen zu untersuchen. Die Studie wurde als Online-Umfrage nach der CAPI-Methode umgesetzt. Das Sample besteht aus 838 Jugendlichen (von 11-17 Jahren), die als gesamte Schulklassen teilnahmen. Die Daten legen nahe, dass Li grundsatzlich Recht hat, jedoch auch wichtige Unterschiede zu traditionellem Bullying bestehen: (1) Beim Cyberbullying scheinen sich ge-schlechtsspezifische Unterschiede zu reduzieren und (2) Cybervictims scheinen sich haufiger als traditionelle Victims gegen die Tater zur Wehr zu setzen.
The present literature review aims to summarize current knowledge on coping with cyberbullying.
Coping strategies are defined as responses (behaviours, but also emotions/cognitions) that are
successful (or unsuccessful) against cyberbullying. We differentiate between three different coping
domains: reducing risks, combatting the problem, and buffering negative impact. A systematic
literature search was conducted yielding 36 relevant papers. Most of these papers report findings
regarding general prevention strategies (e.g. anti-bullying policies or cybersafety strategies) and the
use of coping strategies such as seeking support, reactions towards cyberbullies (retaliation or
confronting), technical solutions and avoidant and emotion-focused strategies. A few studies report on
perceived success whereas only a very few studies measure the success of the strategies in relation to
cyberbullying, its risks and outcomes. In sum, although there are a number of studies investigating the
use of coping strategies, there is a clear lack of evidence concerning the question on what are
successful coping strategies. Based on the current lack of sound empirical data, the report suggests
future research strategies.
Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying. Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying. Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying. These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.
Cyberbullying has been identified as an important problem amongst youth in the last decade. This paper reviews some recent findings and discusses general concepts within the area. The review covers definitional issues such as repetition and power imbalance, types of cyberbullying, age and gender differences, overlap with traditional bullying and sequence of events, differences between cyberbullying and traditional bullying, motives for and impact of cyber victimization, coping strategies, and prevention/intervention possibilities. These issues will be illustrated by reference to recent and current literature, and also by in-depth interviews with nine Swedish students aged 13–15 years, who had some first-hand experience of one or more cyberbullying episodes. We conclude by discussing the evidence for different coping, intervention and prevention strategies.
This study investigated the relationship between the use of coping strategies to deal with daily stressors in general (n = 325) and the use of coping strategies to deal with cyberbullying in particular (n = 88) among children aged 11 and 12 years. Additionally, it investigated the impact of coping strategies on depression and health in victims of cyberbullying (n = 88). The results showed that victims differed significantly from bully‐victims (i.e. victims that also bully) and from children not involved in cyberbullying, in that they use certain emotion‐focused coping strategies for daily stressors in general more than others. Additionally, this study investigated among victims of cyberbullying the relation between coping strategies in daily life, cyberspecific coping, depressive feelings and health complaints. Coping through emotional expression, avoidance and depressive coping in daily life will lead to more cyberspecific depressive coping when confronted with cyberbullying. This in turn will lead to more depressive feelings and/or health complaints for victims of cyberbullying. These results stress the importance of teaching children how to stand up for themselves and employ effective coping strategies to deal with stress in daily life in general and to deal with cyberbullying in particular. Copyright © 2012 John Wiley & Sons, Ltd.
A summary of current knowledge on successful responses to cyberbullying differentiating between three different response domains: reducing risks, combatting the problem, and buffering negative impact. A systematic literature search yielded thirty-six relevant studies, most of which report findings regarding general prevention strategies (e.g., anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, responding (retaliation or confronting), technical solutions, and avoidant and emotion-focussed strategies. Whilst a few studies report perceived success, very few measure the success of the strategies in relation to risks and outcomes. There is a clear lack of evidence concerning successful responses.
This study explores the impact of bullying on the mental health of students who witness it. A representative sample of 2,002 students aged 12 to 16 years attending 14 schools in the United Kingdom were surveyed using a questionnaire that included measures of bullying at school, substance abuse, and mental health risk. The results suggest that observing bullying at school predicted risks to mental health over and above that predicted for those students who were directly involved in bullying behavior as either a perpetrator or a victim. Observing others was also found to predict higher risk irrespective of whether students were or were not victims themselves. The results are discussed with reference to past research on bystander and witness behavior.
Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.
Thema des vorliegenden Sammelbandes sind Belastungen und Beanspruchungen im Lehrerberuf. Welche besonderen Charakteristika
den Beruf des Lehrers und den Arbeitsplatz Schule kennzeichnen, die schließlich auch in einem mittel- und unmittelbaren Zusammenhang
mit eben solchen Belastungen stehen, wurde bereits im einleitenden Beitrag von Rothland und Terhart (2007) skizziert. Wie
lassen sich aber grundsätzlich berufliche „Belastungen“ jenseits einer alltagssprachlichen Begriffsverwendung wissenschaftlich
bestimmen? Wie entstehen sie? Und wie unterscheiden sich bzw. in welchem Verhältnis stehen Belastungen, Beanspruchungen und
Stress? Auf diese Fragen versucht dieser Beitrag in einem ersten Schritt Antworten zu geben. Im Anschluss daran werden unterschiedliche
Modelle vorgestellt, mit denen die Arbeit des Lehrers analysiert, verstanden und optimiert werden kann. Wir beginnen mit einem
Rahmenmodell der Belastung und Beanspruchung (Rudow 1994). Anschließend wird das trans- aktionale Stressmodell (Lazarus 1995) vorgestellt. Der Ansatzpunkt dieses Modells ist die individuelle Lehrerin bzw. der individuelle Lehrer und ihre Wahrnehmungen
und Ressourcen. Das dritte Modell, das Job Characteristics Model von Hackman und Oldham (1980) bezieht sich vor allem auf die Wahrnehmung der Arbeitssituation an sich, während das vierte
Modell, die Handlungsregulationstheorie (Oesterreich 1981), sich den Anforderungen des Berufs und der Tätigkeit in möglichst objektiver Art und Weise nähert. In einem abschließenden
Teil werden wir Dimensionen vorstellen, die zum Vergleich dieser Modelle geeignet sind.
A new phenomenon of violence among pupils has been spreading over Europe in the last few years: Cyberbullying, the repeated and intended hurting of weaker schoolmates via modern communication technologies. This study shows (based on a sample of 1987 pupils), that cyberbullying exists in Germany, although the number of incidents is still rather small. It could also be shown, that the pupils who act as cyberbullies are the same as those who bully others in real life. The same overlap was found to be true for the victims. Cyberbullying can therefore be considered a subcategory of ordinary bullying instead of being considered a whole new phenomenon. The exploration of coping strategies showed, that a common factor structure underlies physical, verbal and cyberbullying. Considering the fact that the findings of the study are based on an online questionnaire with restricted representativeness, the results should however be interpreted carefully.
The study of stress and coping points to two concepts central to an understanding of the response to trauma: approach and avoidance. This pair of concepts refers to two basic modes of coping with stress. Approach and avoidance are simply metaphors for cognitive and emotional activity that is oriented either toward or away from threat. An approach-avoidance model of coping is presented in the context of contemporary theoretical approaches to coping. The research literature on coping effectiveness, including evidence from our laboratory, is discussed, and speculations are made about the implications for future research.
Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying.
Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying.
Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional 'bully-victims'. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it.
Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.
1. Einführung Ein Entstehen von Stress kann allgemein dann vermutet werden, wenn die erlebten Anforderungen das verfügbare Bewältigungspotential übersteigen. Dies kann mit dem Auftreten von physischen und psychischen Symptomatiken auf verschiedenen Ebenen bzw. Anpassungsproblemen verknüpft sein (Lohaus, Beyer & Klein-Heßling, 2004; Nummer & Seiffge-Krenke, 2001; Torsheim & Wold, 2001). Halten sie über einen längeren Zeitraum an, können sie zu einem zusätzlichen Stressor werden (Denecke & Kröner-Herwig, 2000). Anpassungsprobleme überforderter Kinder und Jugendlicher können sich weiterhin negativ auf die Entwicklung adäquater Bewältigungsstrategien auswirken. Dadurch können sich nicht nur aktuell, sondern möglicherweise auch län-gerfristig Nachteile bei der Stressbewältigung ergeben (Call et al., 2002; Seiffge-Krenke, 2000; Seiffge-Krenke, Weidemann, Fentner, Aegenheister & Poeblau, 2001). Um die verschiedenen Komponenten des Stressgeschehens differenzierter herauszu-arbeiten, soll im Folgenden auf potentielle Stressoren im Kindes-und Jugendalter, auf resultierende Stressreaktionen in Überforderungssituationen und das Bewältigungs-verhalten im Umgang mit Anforderungen eingegangen werden. Abschließend folgt eine Darstellung von integrativen Konzepten zur Stressentstehung und Stressbewälti-gung. 2. Stressorformen Im Kindes-und Jugendalter lassen sich mindestens drei große Klassen von Stressoren unterscheiden (McNamara, 2000). Es handelt sich um (a) normative Stressoren, (b) kritische Lebensereignisse und (c) alltägliche Anforderungen und Probleme. Auf diese drei Formen soll im Folgenden näher eingegangen werden.
This study examined factors that increase or decrease the support a bystander offered to a victim of cyberbullying. Possible determinants of supportive behaviour were analyzed using a four-step hierarchical regression analysis on data from 156 Czech children (12–18 years old; M = 15.1; 54% females) who witnessed their schoolmates being victims of cyberbullying. Among individual characteristics, only a general tendency toward prosocial behaviour was a positive predictor of supportive behaviour. Other factors such as age, gender, self-esteem, and problematic relationships with peers had no effect. Among contextual factors, existing relationships with the victim, upset feelings evoked by witnessing victimization, and direct requests for help from the victim triggered supportive behaviour, while strong relationships with the bully inhibited it. Fear of intervening played no role. The practical implications of the findings are discussed with regard to the roles of the emotional response of the bystander and direct requests for help from the victim in cyberbullying interventions.
The manualized Medienhelden (engl. Media Heroes) program (Schultze-Krumbholz, Zagorscak, Siebenbrock, Scheithauer, 2012) is implemented in the school environment either as a ten-week program during lessons (curriculum; IGL) or as a single project day with reduced content of the long version (IGK). In consecutive lessons, topics of the program are, for example: definition of cyberbullying, its negative impact, how to protect oneself on the internet, and opportunities to react in appropriate ways. The program utilizes mainly cognitive-behavioral methods. In the present contribution the program and selected results from a controlled, pre-follow-up evaluation study with 570 adolescents (Ncontrolgroup = 289, NIGK = 98 and NIGL = 183), from one general high school and four college preparatory high schools from a German major city will be presented. Results show that cyberbullying decreased in both intervention groups (project day, curriculum) compared to the control group while at the same time an increase of social competencies, self-esteem, and subjective health was observed. These effects were more pronounced for the curriculum intervention group. An opposite pattern was found for the control group: Cyberbullying and empathy worsened, and no change was found for perspective-taking, self-esteem, and subjective health. The program shows both preventive and intervention effects.
Electronic harassment is a pervasive phenomenon among young people, however relatively little is known about actions that targets of harassment may undertake to manage such abuse, and whether particular actions and personal characteristics are associated with successful resolution of such harassment. This mixed methods research identified whether particular actions or characteristics are associated with the resolution of distressing electronic harassment situations. Study one used focus groups interviews with 36 New Zealand (NZ) students (aged 13–15) to explore strategies used to manage electronic harassment. Study two drew on these findings, in conjunction with literature reviews, to construct a questionnaire delivered to 1673 students (aged 12–19). Over half of participants used more than one strategy to try and resolve the abuse. Ignoring abuse was the most popular strategy, followed by confronting and fighting strategies. However, multivariate logistic regression showed ignoring did not predict resolution, and nor did received adult or family support. However a sense of efficacy in approaching adults did predict resolution. The quality of intervention, rather than the type of intervention per se, seems to be critical in the successful resolution harassment. Reflecting on both studies we suggest the need to increase young people's confidence in actively dealing with harassment as well as supporting adults and peers to provide effective support.
This longitudinal study investigated whether cybervictimisation is an additional risk factor for depressive symptoms over and beyond traditional victimisation in adolescents. Furthermore, it explored whether certain coping strategies moderate the impact of cybervictimisation on depressive symptoms. A total of 765 Swiss seventh graders (mean age at time-point 1 (t1) = 13.18 years) reported on the frequency of traditional and cybervictimisation, and of depressive symptoms twice in six months. At time-point 2 (t2) students also completed a questionnaire on coping strategies in response to a hypothetical cyberbullying scenario. Analyses showed that both traditional and cybervictimisation were associated with higher levels of depressive symptoms. Cybervictimisation also predicted increases in depressive symptoms over time. Regarding coping strategies, it was found that helpless reactions were positively associated with depressive symptoms. Moreover, support seeking from peers and family showed a significant buffering effect: cybervictims who recommended seeking close support showed lower levels of depressive symptoms at t2. In contrast, cybervictims recommending assertive coping strategies showed higher levels of depressive symptoms at t2.
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Although the majority of students disapprove of aggressive behavior in school, only some of them intervene when witnessing aggression between their classmates. This study examines how bystanders might be activated to support the victims of aggression in school. The effectiveness of a Bystander Intervention Training for students, implemented via teachers, was evaluated. Data from 22 training and 26 control classes were collected at three occasions and analyzed using multivariate multilevel analyses. The primary evaluation criterion was the change in frequencies of aggression and active vs. passive bystander behavior. The training reduced passive bystander behavior and victimization over time. Training effects were stronger for classes with high implementation quality. Recommendations for the implementation of the training will be discussed.
The aim of this research was to investigate if and how the group process of bullying can be examined using a social network perspective. In two studies, bullying was investigated using a social network version of the participant-role questionnaire. Study 1 explored the social network structure of one classroom in detail. The findings provide evidence that ingroup and outgroup effects are important in explaining the group process of bullying, and shed new light on defending, suggesting that not only victims are defended. In line with Study 1, Study 2, using data from 494 children in 25 elementary school classes (M age = 10.5), revealed that victims as well as bullies were defended by their ingroup members. The social network perspective can be integrated in antibullying interventions by using it to inform teachers about the positive and negative relations among students, and the group structure of the classroom. Aggr. Behav. 38:494-509, 2012. © 2012 Wiley Periodicals, Inc.
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.
If Li's assumption (2007) that the new phenomenon of cyberbullying is nothing else but "old wine in new old bottles" is true, cyberbullies (and cybervictims) will also be traditional bullies (and victims). Further aims of this study were to measure the prevalence of (cyber-bullying and to investigate the similarities and differences between both forms of bullying. An online-survey utilised the CAPI method with a sample of 838 students (11-17 years) who participated in whole classes. The data suggests that Li (2007) is right in principle, but there are also some important differences to traditional bullying: (1) cyberbullying seems to "level" the differences between gender; (2) cybervictims seem to be more ready to "strike back".
Two studies employing a mixed experimental design were conducted to determine if perceptions of bullying, attitudes towards victims, and students' sense of safety at school were influenced by bystanders' reactions to different types of bullying. In Study 1, 217 middle-school children were randomly assigned to read a hypothetical scenario describing a direct bullying episode. In Study 2, 376 primary-school children and 390 middle-school children were presented with scenarios describing a direct bullying episode and an indirect bullying episode. In all scenarios, the bystanders' reactions to the bullying and the gender of the victim were manipulated. Participants endorsed the prosocial behavior in favor of the victims and did not endorse pro-bullying behavior. Furthermore, they perceived passive reactions to the bullying as negative behavior. Participants showed positive attitudes towards victims, which were significantly higher at younger grade levels and among girls. Bystanders' behavior influenced both participants' perceptions of the victims and their perceived sense of safety at school. Implications for anti-bullying programs based upon the group ecology are discussed.
Background:
The participant role approach represents a view of bullying as a group process in which bystanders often encourage the bullying or silently witness it, while little support is given to the victim (e.g. Salmivalli, Lagerspetz, Björkqvist, Osterman, & Kaukiainen, 1996). There is a discrepancy between students' attitudes (which are often against bullying) and their actual behaviour in bullying situations, and this may be an important factor contributing to the persistence of the problem.
Aim:
The aim of the present study was to evaluate the effects of an anti-bullying intervention programme targeting the group as a whole. Class teachers who attended a 1-year training course carried out the interventions in school classes. The present evaluation of the project is based on multi-level modelling, assessing the programme effects after 12 months of intervention, utilizing a cohort longitudinal design with adjacent cohorts (Olweus & Alsaker, 1991) also taking into account the degree of implementation of the programme.
Sample:
The intervention was implemented in 48 school classes (Grades 4, 5, and 6) from 16 Finnish schools, involving 1,220 children (600 girls and 620 boys).
Method:
The present report is based on questionnaire data collected at two assessment points during the project, assessing the frequencies of bullies and victims, the extent of observed and experienced bullying, students' attitudes and efficacy beliefs related to bullying, and their participant role behaviours (self- and peer-reported). Reports were collected from teachers about the concrete actions taken in order to compare the actual content of the intervention to what had been planned.
Results:
A positive impact of the intervention programme was found on several outcome variables (e.g. frequencies of bullies and victims, observed and experienced bullying, attitudes and efficacy beliefs, and to some extent, participant role behaviours). The intervention effects were found more often in Grade 4 than in Grade 5, and often only in schools with a high degree of implementation of the programme.
The aim of this study was to gain a better understanding of the impact of cyber bullying on students and the possible need for prevention messages targeting students, educators, and parents. A total of 148 middle and high school students were interviewed during focus groups held at two middle and two high schools in a public school district. The focus groups were approximately 45 minutes in length. Students were divided by gender and asked a series of scripted questions by a same-gender student assistance counselor. We found that students' comments during the focus groups suggest that students-particularly females-view cyber bullying as a problem, but one rarely discussed at school, and that students do not see the school district personnel as helpful resources when dealing with cyber bullying. Students are currently experiencing the majority of cyber bullying instances outside of the school day; however there is some impact at school. Students were able to suggest some basic strategies for dealing with cyber bullying, but were less likely to be aware of strategies to request the removal of objectionable websites, as well as how to respond as a helpful bystander when witnessing cruel online behavior. We conclude that school districts should address cyber bullying through a combination of policies and information that are shared with students and parents. Schools should include cyber bullying as part of their bullying prevention strategies and include classroom lessons that address reporting and bystander behavior.
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in childhood and adolescence. Poster Presentation at the XVIII th Workshop Aggression.
Bielefeld: University of Bielefeld, 7.-9. November 2013.
Adolescents' View on Cyberbullying: Behavior and Motives of Bystanders. Presentation at the XVIIth Workshop Aggression
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Prävention und Intervention von Online-Aggressionen: Wie wirksam sind Maßnahmen, die sich spezifisch gegen Cybermobbing richten?
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Institut für Erziehungswissenschaft, Fachgebiet Pädagogische Psychologie, MAR 2-6, Marchstr
- Berlin
Korrespondenzanschrift: Dr. Jan Pfetsch, Technische Universität Berlin, Institut für
Erziehungswissenschaft, Fachgebiet Pädagogische Psychologie, MAR 2-6, Marchstr.
23, 10587 Berlin; E-Mail: jan.pfetsch@tu-berlin.de