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El bullying es un fenómeno de agresión injustificada que actualmente sucede en dos formatos: cara a cara y como una conducta que se realiza a través de dispositivos digitales (cyberbullying). Ampliamente estudiado tanto el primero como el segundo, hay sin embargo escaso conocimiento sobre la homogeneidad de ambos problemas y no disponemos de instrumentos de medida que permitan valorar las dos dimensiones del fenómeno: la agresión y la ciberagresión, la victimización y la cibervictimización. Este trabajo presenta la validación del European Bullying Intervention Project Questionnaire y del European Cyberbullying Intervention Project Questionnaire, que evalúan la implicación en bullying y en cyberbullying, respectivamente. Ambos se han administrado a 792 estudiantes de secundaria y se han obtenido unos buenos resultados de ajuste y propiedades psicométricas. La realización de un modelo de ecuaciones estructurales ha evaluado la concurrencia y relaciones entre ambos fenómenos, encontrando la influencia del bullying sobre el cyberbullying, pero no al contrario. Estos resultados muestran la idoneidad de ambos instrumentos para evaluar de forma conjunta bullying y cyberbullying, dada su importante relación y similitud, lo que los convierten en buenas herramientas para la intervención psicoeducativa destinada a prevenir y reducir ambos fenómenos.

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Through a questionnaire survey, the present study investigated the coping strategies of Year 7 (11–12 years old) and Year 9 (13–14 years old) pupils (N = 324) to find out what strategies they have used to overcome the difficulties of being bullied by peers. Fifty‐one UK secondary schools, in each of which an anti‐bullying peer support system had been in place for at least a year, participated. The coping strategies of those pupils who said that they had told someone (N = 279) about being bullied were compared with those who said that they had not (N = 45). These coping strategies differ, not only according to whether or not they report the bullying, but also according to their age and gender. Implications of the findings for professionals who work with children and adolescents are suggested.

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In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber-)bully, and (cyber-)victim clusters based on theoretical assumptions and arbitrary cutoff scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber-and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber-and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.