We investigated the co-occurrence of traditional bullying, cyberbullying, traditional victimization, and cybervictimization, and analyzed whether students belonging to particular groups of bullies (e.g., traditional, cyber, or both), victims (e.g., traditional, cyber, or both), and bully-victims differed regarding adjustment. Seven hundred sixty-one adolescents (49% boys) aged 14–19 years (M = 15.6 years) were surveyed. More students than expected by chance were totally uninvolved, more students were traditional bully-victims, and more students were combined bully-victims (traditional and cyber). The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). In addition gender differences were examined.

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We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.

Many young people who are bullied do not tell anyone. School staff therefore are often unaware of which students are being victimised and when to provide support or assistance. A critical strategy to overcome this problem is to encourage victimised students to seek help and report this bullying. This study aims to examine the relationship between help-seeking behaviours and self-reported emotional symptoms in young people from Australia (n = 5959; M age = 12.36 years, SD = 1.46 years) and Austria (n = 1530; M age = 12.68 years, SD = .84 years) who reported being victimised (via cyber and traditional bullying). In both countries, students who were cyber-victimised compared to those who were victimised in more traditional methods were less likely to seek help. Girls in both countries were significantly more likely to seek help and endorse more emotional symptoms than boys. No relationship was found between help-seeking and emotional symptoms in students who had been cyber-victimised. These preliminary results have important implications for the types of strategies used to enhance the approachability of school staff and families to provide appropriate help and support for young people who are being bullied.

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