Because the first antistalking statute was enacted in California in 1990, stalking research has been expanded immensely, yet been largely confined to exploring traditional pursuit tactics. This study instead examined the prevalence and correlates of cyberstalking behaviors while examining the phenomenon in a more inclusive manner than previous studies focusing on cyberstalking by including social networking avenues. In addition to a measure assessing cyberstalking-related behaviors, questionnaires assessing pathological aspects of personality, including attachment style, interpersonal jealousy, interpersonal violence, and anger were also provided to participants. Results indicate that, given preliminary evidence, cyberstalking-related behaviors are related to past measures of traditional stalking and cyberstalking, although prior attachment, jealousy, and violence issues within relationships are significant predictors of cyberstalking-related behaviors. In addition, unexpected gender differences emerged. For example, women admitted greater frequencies of cyberstalking perpetration than males, signaling that further research on frequency and motivation for cyberstalking among the sexes is necessary.

This paper describes the outcomes of a small-scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two-thirds of Equal Opportunities policies but was not mentioned speci®cally in any Anti-Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clari®cation of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.

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