School Bullying, Perpetration, and Cyberhate: Overlapping Issues

Blaya, Catherine; Audrin, Catherine; Skrzypiec, Grace

doi:10.1007/s40688-020-00318-5

Cited by 17 publications

(51 citation statements)

References 35 publications

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“…The current finding is in line with other research showing that those who belong to minority groups are more vulnerable to cyberhate and cyberbullying victimization (Blaya, 2019;Tynes, 2015). Similar to the relations between cyberbullying and bullying these findings highlight associations between offline and online contexts (Blaya et al, 2020;Görzig, 2016b). Further research is needed toward a better understanding of the processes that lead individuals to be involved in online hate as well as offline discrimination and to include both types of victimization in intervention programmes.…”

Section: Discussionmentioning

confidence: 71%

The Amplification of Cyberhate Victimisation by Discrimination and Low Life Satisfaction: Can Supportive Environments Mitigate the Risks?

Görzig

Blaya²,

Bedrošová

et al. 2022

The Journal of Early Adolescence

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There is some indication that discrimination as well as low levels of life satisfaction render young people at risk of cyberhate victimization. Adopting a socio-ecological perspective, this paper examines whether supportive family, peer and school environments may buffer against the effects of perceived discrimination and low life satisfaction on cyberhate victimization. Data from four countries ( N = 3396) of the EU Kids Online IV survey on children aged 11–17 (51% girls) revealed a positive association between perceived discrimination and cyberhate victimization, but this impact was moderated by supportive family and peer environments. A negative association between life satisfaction and cyberhate victimization was mitigated by peer support. However, no associations with the school context were found. The current study provides new insights on how social support on different levels of the social environment may buffer against potential risk factors for cyberhate victimization and can inform decision-makers towards intervention and prevention strategies.

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Section: Discussionmentioning

confidence: 71%

The Amplification of Cyberhate Victimisation by Discrimination and Low Life Satisfaction: Can Supportive Environments Mitigate the Risks?

Görzig

Blaya²,

Bedrošová

et al. 2022

The Journal of Early Adolescence

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“…Based on the results of their study involving 1,900 French students, Blaya et al ( 2020 ) noted that percentages of young people involved as victims or perpetrators were much higher offline than online.…”

Section: Resultsmentioning

confidence: 99%

Cyberbullying and Cyberhate as Two Interlinked Instances of Cyber-Aggression in Adolescence: A Systematic Review

et al. 2022

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In this paper we present the results of a systematic review aimed at investigating what the literature reports on cyberbullying and cyberhate, whether and to what extent the connection between the two phenomena is made explicit, and whether it is possible to identify overlapping factors in the description of the phenomena. Specifically, for each of the 24 selected papers, we have identified the predictors of cyberbullying behaviors and the consequences of cyberbullying acts on the victims; the same analysis has been carried out with reference to cyberhate. Then, by comparing what emerged from the literature on cyberbullying with what emerged from the literature on cyberhate, we verify to what extent the two phenomena overlap in terms of predictors and consequences. Results show that the cyberhate issue related to adolescents is less investigated than cyberbullying, and most of the papers focusing on one of them do not refer to the other. Nevertheless, by comparing the predictors and outcomes of cyberbullying and cyberhate as reported in the literature, an overlap between the two concepts emerges, with reference to: the parent-child relationship to reduce the risk of cyber-aggression; the link between sexuality and cyber-attacks; the protective role of the families and of good quality friendship relationships; the impact of cyberbullying and cyberhate on adolescents' individuals' well-being and emotions; meaningful analogies between the coping strategies put in practice by victims of cyberbullying and cyberhate. We argue that the results of this review can stimulate a holistic approach for future studies on cyberbullying and cyberhate where the two phenomena are analyzed as two interlinked instances of cyber-aggression. Similarly, prevention and intervention programs on a responsible and safe use of social media should refer to both cyberbullying and cyberhate issues, as they share many predictors as well as consequences on adolescents' wellbeing, thus making it diminishing to afford them separately.Systematic Review Registrationhttp://www.crd.york.ac.uk/PROSPERO, identifier: CRD42021239461.

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“…Empirisch zeigt sich, dass Hatespeech außer-und innerhalb von sequenziellen Mobbingprozessen auftreten kann (Kansok-Dusche et al 2022;Blaya et al 2020;Wachs et al 2019). Im Hinblick auf Beteiligungsrollen fanden sich bisher mittlere Korrelationen zwischen Viktimisierung durch traditionelles Mobbing und durch Online-Hatespeech (Blaya et al 2020) sowie zwischen der Ausübung von Cybermobbing und der Ausübung von Online-Hatespeech (Wachs et al 2019). Die nur partielle empirische Überlappung der Phänomene rechtfertigt eine fokussierte Betrachtung von Programmen zum Umgang mit Hatespeech.…”

Section: Hintergrundunclassified

“…Wissenschaftliche Studien verweisen zudem auf potenzielle Überlappungen von Hatespeech-und Mobbingerfahrungen (z. B Blaya et al 2020)…”

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Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme

et al. 2022

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ZusammenfassungDer vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.

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School Bullying, Perpetration, and Cyberhate: Overlapping Issues

Cited by 17 publications

References 35 publications

The Amplification of Cyberhate Victimisation by Discrimination and Low Life Satisfaction: Can Supportive Environments Mitigate the Risks?

The Amplification of Cyberhate Victimisation by Discrimination and Low Life Satisfaction: Can Supportive Environments Mitigate the Risks?

Cyberbullying and Cyberhate as Two Interlinked Instances of Cyber-Aggression in Adolescence: A Systematic Review

Schulbezogene Programme zum Umgang mit Hatespeech – Eine kriteriengeleitete Bestandsaufnahme

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