Comparison of Attitudes towards Help Seeking between Schoolchildren with and without Experience of Cyberbullying

Gustainienė, Loreta; Valiūnė, Dovilė

doi:10.1016/j.sbspro.2015.09.022

Cited by 5 publications

(8 citation statements)

References 16 publications

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“…Price and Dalgleish ( 16 ) found that more than half of those who sought help rated this strategy as helpful to some degree. Another study found that adolescents exposed to cyberbullying had more negative attitudes towards help-seeking than those who were not exposed ( 17 ). Compared to adolescents who had not been exposed to cyberbullying, those who had rated it as more wrong and useless to report a cyberbullying incident.…”

Section: Introductionmentioning

confidence: 99%

“…Compared to adolescents who had not been exposed to cyberbullying, those who had rated it as more wrong and useless to report a cyberbullying incident. Moreover, adolescents exposed to cyberbullying said that it was part of normal online behavior, and that nobody can stop it ( 17 ). Price and Dalgleish ( 16 ) wrote, “…a critical response to effectively addressing cyberbullying relies on both increasing the help-seeking behaviour of victimized young people and improving the efficacy of those they speak to” (p. 58).…”

Section: Introductionmentioning

confidence: 99%

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Help-seeking behavior in Norwegian adolescents: the role of bullying and cyberbullying victimization in a cross-sectional study

Kaiser

Kyrrestad

Fossum

2020

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: Help-seeking is considered a constructive coping style. However, the threshold at which many adolescents seek help is relatively high, and the outcomes are not necessarily always positive. Objective: The main aim of this study was to examine if bullying and cyberbullying victimization predicted help-seeking behavior among Norwegian adolescents. Method: Help-seeking behavior was predicted using three different Generalized Linear Mixed Models. In addition to demographic characteristics and mental health, these models controlled for bullying and cyberbullying, respectively. Results: 2054 adolescents answered questions on help-seeking behavior and if they had felt the need to seek outside help with their problems, feelings, behavior, or emotional troubles within the past 6 months. Two hundred (9.7%) reported seeking outside help. Being exposed to bullying increased the likelihood of help-seeking behavior, while being exposed to cyberbullying did not. Only when forms of bullying or cyberbullying, respectively, were added to the models, did the threat of having rumors spread, both in real life and online, increase the likelihood for seeking help. Conclusions: Many factors affect whether adolescents seek help for a problem. The fact that adolescents exposed to bullying seek help more often than those not exposed may be considered a success, as this behavior is encouraged by many adults, mental health professionals, and anti-bullying interventions. However, adolescents exposed to cyberbullying did not seem to seek help. Future studies should identify factors that lead to more and successful help-seeking among bullied and cyberbullied adolescents.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Help-seeking behavior in Norwegian adolescents: the role of bullying and cyberbullying victimization in a cross-sectional study

Kaiser

Kyrrestad

Fossum

2020

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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“…Adolescents tend to conceal their involvement in incidents of cyberbullying because they often consider it difficult to prevent these situations from occurring (Francisco, Veiga Simão, Ferreira, & Martins, 2015; Gustainiene & Valiune, 2015; Li, 2006). Adolescents who decide to report incidents, often confide in their peers or in no one (Slonje & Smith, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Adolescents who decide to report incidents, often confide in their peers or in no one (Slonje & Smith, 2007). Nonetheless, cybervictims have shown dissatisfaction with their peers because even when they report the incident to them, the cyberbullying often continues (Bilic, Flander, & Rafajac, 2014; Gustainiene & Valiune, 2015). The same dissatisfaction appears to be present when telling teachers for instance, because it usually takes too long for the situation to be resolved (DeSmet et al., 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, adolescents do not regard teachers as part of a solution to prevent cyberbullying (Mishna et al., 2014). As for parents, these individuals often do not notice the possible signs of cybervictimization (Davison & Stain, 2014), which may lead to adolescents' dissatisfaction with how their family is unable to help (Gustainiene & Valiune, 2015). Furthermore, evidence has shown that parent‐child communication may determine aspects of adolescents' development, which may in turn, reinforce the incidence of cybervictimization (Larrañaga, Yubero, Ovejero, & Navarro, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Adolescent cybervictimization – Who they turn to and their perceived school climate

Simão

Ferreira

Freire

et al. 2017

Journal of Adolescence

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The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in‐service training in preventing cyberbullying.

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Developing digital resilience: An educational intervention improves elementary students’ response to digital challenges

Lee¹,

Hancock²

2023

Computers and Education Open

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Comparison of Attitudes towards Help Seeking between Schoolchildren with and without Experience of Cyberbullying

Cited by 5 publications

References 16 publications

Help-seeking behavior in Norwegian adolescents: the role of bullying and cyberbullying victimization in a cross-sectional study

Help-seeking behavior in Norwegian adolescents: the role of bullying and cyberbullying victimization in a cross-sectional study

Adolescent cybervictimization – Who they turn to and their perceived school climate

Developing digital resilience: An educational intervention improves elementary students’ response to digital challenges

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