A social–ecological framework for understanding and reducing cyberbullying behaviours

Cross, Donna; Barnes, Amy; Papageorgiou, Alana; Hadwen, Kate; Hearn, Lydia; Lester, Leanne

doi:10.1016/j.avb.2015.05.016

Cited by 157 publications

(121 citation statements)

References 62 publications

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“…Certainly, continuous technological advances promote the modification and appearance of new forms and modalities of cyberbullying behavior (Cross et al 2015;Cohen-Almagor 2018) that should be evaluated through updated and validated tools with methodological rigor, in order to prevent and intervene in this social problem (Kowalski et al 2014). For instance, recent studies have pointed out that cyberbullying behaviors could be classified into direct and indirect cyber-victimization behaviors (Antoniadou et al 2016;Lohbeck and Petermann 2018).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables

et al. 2019

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The main goal of the present study was to analyze the psychometric properties of the revised version of the Adolescent Cyber-Victimization Scale (CYBVICS). This scale is composed of 18 items that assess direct and indirect cyber-victimization. Two subsamples participated in the present study. Sample 1 included 1318 adolescents (47.4% boys) from 12 to 16 years old (M = 13.89, SD = 1.32). Sample 2 was composed of 1188 adolescents (51.5% girls) from 12 to 16 years old (M = 14.19, SD = 1.80). First, an exploratory factor analysis was conducted on sample 1. Results yielded a bifactor structure: direct cyber-victimization and indirect cyber-victimization. To confirm the structure of the CYBVICS, we selected sample 2 to perform confirmatory factor analysis and test its convergent validity with theoretically related measures. The results supported the reliability and validity of the two-factor model. In addition, measurement invariance was established. Related to convergent validity, positive correlations between cyber-victimization and peer victimization, depressive symptoms, and offensive communication with the mother and the father were found. Moreover, negative correlations were found between cyber-victimization and open communication with the mother and the father and family self-esteem.

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Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables

et al. 2019

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“…The CFS social‐ecological conceptual framework integrated theoretically and empirically derived risk and protective factors that potentially mediate adolescents’ cyberbullying perpetration, such as involvement in offline bullying perpetration, empathic responsiveness, and moral disengagement. This conceptual framework, described in Cross et al (in press) considers the mutual interaction of these factors at the levels of the individual, family, peers, and the community, and particularly via the online context. It also considers how young people's use of the Internet, such as their contacts and where they spend time, interrelates with these levels of influence (Cross et al, in press).…”

Section: Introductionmentioning

confidence: 99%

Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior

Cross

Shaw

Hadwen

et al. 2015

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Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people. Non-government secondary schools in Perth, Western Australia, (N = 35; 3,000+ students) were randomized to an intervention (n = 19) or usual practice control group (n = 16 schools). Students completed online questionnaires in 2010, 2011, and at 1-year follow-up in 2012, measuring their cyberbullying experiences during the previous school term. The intervention group received the program in Grades 8 and 9 (aged 13-14 years). Program effects were tested using two-part growth models. The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content. More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone. Aggr. Behav. 42:166-180, 2016. © 2015 Wiley Periodicals, Inc.

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“…Interaction of children and adolescents through modern gadgets have increased significantly, but there are few mechanisms for controlling time spent in social networks as well as quality of information consumed in these networks. There are numerous risks children and adolescents are exposed to, as they contact people with anonymous identity, and download the content of dubious quality [1]. It is important for children and adolescents to be aware of other participants' aggressive behavior in communication.…”

Section: Introductionmentioning

confidence: 99%

Cyber-Bullying Factors and Psychological Measures of Prevention

Макарова¹

2019

Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019)

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The purpose of the article is to describe main factors of cyber-bullying compared to traditional bullying. The features of it are intention to harm, power imbalance, repeated actions, and all participants' demographics. The method used in the study is Buss-Durkee Hostility Inventory (BDHI). As Buss-Durkee questionnaire should be used in conjunction with other techniques, we used Acceptance of Others Scale, designed to diagnose the level of acceptance of other people, especially among children and adolescents. Both questionnaires were adapted for different ages, so the results show different demographics and attitudes. According to the results of the study it was easy to recommend coping strategies to overcome bullying and its after-effects. The need for coping strategies appears in crisis situations and is designed to reduce psychological stress and anxiety, the intensity of which is due to two circumstances -the subjective factor and the actual situation.

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A social–ecological framework for understanding and reducing cyberbullying behaviours

Cited by 157 publications

References 62 publications

Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables

Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables

Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior

Cyber-Bullying Factors and Psychological Measures of Prevention

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