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Abstract book
CybErbUllyIng:
DEfInITIOn AnD
MEASUrEMEnT
COST Action IS0801 2
Edited by
Ersilia Menesini,
University of Florence, Italy
Peter K. Smith
Goldsmiths, University of London. U.K.
and
Rita Žukauskienė
Mykolas Romeris University, Lithuania
Abstract book
Publisher
ISBN 978-9955-19-135-3
3 Contents
6 Action Description
8 Workshop Description
10 Workshop Programme
13 Invited Talks
13 Studies of Cyberbullying in Europe - Progress and Challenges”
13 Issues of Language and Frequency in Measuring Cyberbullying:
Data from the Growing up with Media Survey
14 Defining Cyberbullying: Insights and Issues from an Australian
Qualitative Study
15 National Prevalence Study of Cyber Bullying in Australia:
Measurement and Findings
17 INDIVIDUAL PRESENTATIONS
17 Measurement Issues of Cyber-bullying
17 Measuring Cyberbullying and Cybervictimisation by Using
Behavioral Categories – the Berlin Cyberbullying-
Cybervictimisation Questionnaire (BCCQ)
18 Cyberbullying Measurement: a Comparison between Different
Strategies
19 Definitions, Concepts and Perceptions of Cyber-Bullying
and Cyber-Aggression
Contents
COST Action IS0801 4
51 APPENDIX
Contents
COST Action IS0801 6
COST IS0801
COST IS0801 is a COST Action in the ISCH domain, that started in late
October 2008. Its full title is ‘Cyberbullying: Coping with negative and enhancing
positive uses of new technologies, in relationships in educational settings’. The Chair
of the Action, Professor Peter K Smith, is at Goldsmiths, University of
London (p.smith@gold.ac.uk); the Vice-Chair is Professor Georges Steffgen,
University of Luxembourg.
The 1st major workshop of the Action was held in Vilnius, Lithuania, on 22/23
August, 2009. The theme was on the first objective, sharing of knowledge base on
cyberbullying. This First Workshop was organized by Working Group 1, co-ordinated
by Professor Ersilia Menesini; and hosted by Professor Rita Žukauskienė.
Cost IS0801
COST Action IS0801 8
Workshop Description
The overall aim of the workshop will be sharing of basic knowledge
on cyberbullying, and issues around definition (including linguistic issues),
and measurement instruments. Although there is a standard definition
of cyberbullying based on the definition of traditional bullying, there are
problems regarding defining criteria of repetition and imbalance of power in
the cyber context. The term cyberbullying itself is also one now used widely
(but not exclusively) by researchers, and not necessarily by pupils or adults.
It is important to find out possible differences between cyberbullying and
other forms of cyber harassment, what terms young people use across a
range of ages and contexts and how they define this phenomenon. Linked
to the above issue, research needs to take account of the increase in available
technologies which means the variety of media and networks through which
cyber-bullying may take place. Finally measurement problems are also related
to the definition and the theoretical construct of the problem. Contributions
on definition, making use of different measures and approaches will be shared
in this workshop together with a comparison on different estimations of the
problems, on risk factors and pathways of intervention.
Organization
Conference Host – Mykolas Romeris University,
Department of Psychology
http://www.mruni.eu
Workshop Description
COST Action IS0801 10
Workshop Programme
AUGUST 22 nd
AUGUST 23 rd
Workshop Programme
COST Action IS0801 12
Invited Talks
13 Invited Talks
Invited Talks
Studies of Cyberbullying in Europe - Progress and Challenges
Peter K. Smith
Goldsmiths, University of London, U.K.
Michele Ybarra
Internet Solutions for Kids, Inc., USA
There are common elements which serve to differentiate the act of bullying
from other interpersonal attacks. The behavior must: be wilful, not accidental;
involve a power differential; be repetitive; and the target feels harmed and
helpless to respond. Applied to the parallel universe that is the cyber world, the
core elements come under scrutiny, presenting a challenge for clearly defining
this phenomenon. The Insights into Covert Bullying project, explored young people’s
(n=20) understanding of covert and cyber bullying through qualitative means.
Using “Y” charts, they examined what cyber bullying: looked, sounded and felt like
in their social and schooling contexts. Data from 2 independent pilot studies
involving Year 7 children (aged 12) from various school settings, using vignettes
15 Invited Talks
Donna Cross
Edith Cowan University, Western Australia
Individual Presentations
17 Individual Presentations
Individual Presentations
Measurement Issues of Cyber-bullying
Measuring Cyberbullying and Cybervictimisation by
using Behavioral Categories – the Berlin Cyberbullying-
Cybervictimisation Questionnaire (Bccq)
Anja Schultze-Krumbholz
& Herbert Scheithauer
Freie Universität Berlin, Germany
using the BCCQ and that different patterns of behavior can be identified. It is
also hypothesized that reliable subscales can be identified using factor analyses
and that the scales obtained will represent the original Willard categories.
Annalaura Nocentini,
Ersilia Menesini,
& Pamela Calussi
University of Florence, Italy
In relation to 708 Italian adolescents (51% F) (mean age 13.1 years), the
study aims to compare different strategies of measurement: multiple-items scale
(Cyberbullying Scale: CS) versus global key question. The CS, developed from
Smith et al. questionnaire (2006), is composed of 10 items for perpetrated and
10 items for received cyberbullying behaviours (Menesini, Calussi & Nocentini,
2008). The comparison between the CS and the global key question showed
satisfactory percentages of concordance (92% for cybervictimization and 80%
for cyberbullying) although we found also a high percentage of adolescents who
did not define themselves as cyberbully or cybervictim but reported to have
perpetrated or received specific behaviours (respectively 50% and 56%). In order
to study further the incoherent group of students, we carried out specific analysis
on the type and the frequency of behaviours reported. Specifically, 78% and
84% of this incoherent group declared to have done or to have received “silent/
prank calls phone”, 45% and 35% reported perpetrated and received “insults on
instant messaging”, 13% and 15% reported “insults on web-sites” and 14% and
15% “insults on blog”. In relation to the frequency of behaviours, 10% of the
incoherent group declared to have perpetrated and received with a frequency
of 2 or 3 times a month or more often “silent/prank calls phone” and “insults
on instant messaging”, whereas for the other behaviours only 1% said the same.
Results are discussed taking into consideration benefits and disadvantages of
both strategies in relation to cyberbullying definition.
19 Individual Presentations
Dorothy Grigg
& Peter K Smith
Goldsmiths, University of London, U.K.
Several studies have examined how definitions of ‘bullying’ and related terms
vary, by age, gender and culture (e.g. Madsen, 1996; Smith et al., 2002; Monks
& Smith, 2006). For example, it is well established that younger children have
a simpler conception of what ‘bullying’ means, failing to distinguish it from
‘aggression’ by using the concept of imbalance of power. In recent years cyber-
bullying and cyber-aggression have developed as new forms of bullying and
aggression, using electronic technologies (mobile phones, internet). Despite
some scientific literature on cyber-bullying, there has not yet been a similar
examination of how students and also older people understand and define terms
such as cyber-bullying and related concepts. We report on concepts, perceptions
and definitions of cyberbullying and cyberaggression from parents, teachers
and pupils in England. Two related studies are reported. In both, participants
included pupils (primary, secondary and college students), parents and teachers,
in age ranges 8-11, 12-17, 18-25 and 25-40 years. A first, more qualitative, study
established the terms commonly used, and spontaneous definitions of the main
terms. A second, quantitative, study used scenarios to establish which criteria (e.g.
repetition, imbalance of power, intentional hurt, etc) were important, at different
ages and for different terms. Results are contrasted by age, gender, and comparing
parents and teachers in the 25-40 age group. Findings will be discussed in relation
to design of future research instruments, as well as facilitating communication on
the topic between different age groups.
COST Action IS0801 20
Heidi Vandebosch,
Steven Eggermont,
Michel Walrave,
& Katrien Van Cleemput
University of Antwerp, Belgium
This paper departs from two limitations in current research on cyber bullying,
to develop arguments in favor of a quantitative study into cyber bullying that 1)
tries to describe the social aspects of cyber-bullying by means of a Social Network
Analyses, and 2) takes into account developmental aspects of cyber bullying, by
using a longitudinal research design.
Limitations of current research:
1) A lack of attention for the social context. Findings on the profile of bullies
and victims are often contradictory and difficult to interpret, in part, because
researchers tend to the overlook the particular social context of the behavior.
When a respondent is asked to indicate whether he has ever cyber-bullied someone,
which as indicated above is a common practice, it remains undetermined who
‘someone’ is, and what kind of relationship the bully has with this individual.
Neither does this type of one-dimensional data allow us to study the issue of
cyber-bullying as a truly ‘social’ phenomenon, in which interactions within the
group – including ‘bystanders ’- are of major importance.
2) A lack of longitudinal research. A relationship that features elements of
cyber-bullying is the outcome of a development, a history, and is, moreover,
dynamic in itself. Based on the published evidence from cross-sectional studies,
however, research to date cannot describe this arising of cyber-bullying behavior.
Furthermore, as its prevalence shows a remarkable peak in (early) adolescence (see:
infra), cyber-bullying seems to be a behavior embedded in adolescent development,
which suggests that its occurrence could be explained by characteristics typical of
adolescence. Both the notion that cyber-bullying is dynamic in nature, and that
it may be typical of a certain developmental stage may warrant scholars who
explore the issue of cyber-bullying to employ longitudinal study designs. Still, the
current body of literature does not include panel studies.
21 Individual Presentations
Zehra Uçanok,
Pınar Burnukara,
& Durdu Sertkaya
Hacettepe University, Turkey
Anastasia Kapatzia
& Efthymia Sygkollitou
Aristotle University of Thessaloniki, Greece
Few studies have investigated “cyberbullying” the new form of bullying via
mobile phone and internet among adolescents, although the use of information
and communication technologies is prevalent among them. The purpose of the
study was to investigate the nature and the extent of adolescents’ experience of
cyberbullying inside and outside of school. The sample consisted of 544 students
from five middle schools (266 9th graders aged 14-16) and five high schools (278
11th graders aged 16-19). A Cyberbullying Questionnaire (Smith et al., 2008) was
used in a shortened version of 34 multiple choice questions. The results show
that overall the frequency of cyberbullying and bullying others was similar. Both
boys and girls are reported as doing the cyberbullying. There were no significant
differences related to grade of the students. The occurrence of cyberbullying was
greater outside of school than in school.
Angela Costabile,
Maria Giuseppina Bartolo,
& Anna Lisa Palermiti
University of Calabria, Italy
This study consists in: investigating how common cyberbullying is; revealing
COST Action IS0801 24
Claire P. Monks,
Rosario Ortega,
Susanne Robinson,
& Penny Worlidge
University of Greenwich, UK
The nature and extent of cyberbullying and traditional bullying were examined
among a sample of primary school pupils aged 7 – 11 years in the London area.
Pupils were given anonymous self-report questionnaires which asked about their use
of mobile phones and the internet, and their experiences of bullying and cyberbullying
as either the victims or perpetrators. Most pupils had a mobile phone and almost
all had access to the internet at home. It was found that a significant number of
pupils reported being involved in both types of bullying, although more children were
involved in traditional bullying than cyberbullying. The most commonly reported
types of cyberbullying were via instant messenger, email and texts. Children were also
likely to consider cyberbullying as upsetting as traditional bullying. Implications for
intervention and prevention work are discussed.
25 Prevelence and Surveys
Georges Steffgen,
Jan Pfetsch,
Andreas König,
& Luc Bredemus
University of Luxembourg, Luxembourg
Cyber bullying is defined as the deliberate and repeated harm inflicted through
the use of electronic devices, carried out against a victim who cannot easily
defend him or herself. This poster reports research findings on the prevalence
rate of traditional and cyber bullying inside and outside of Luxembourg schools
differentiating six media used for cyber bullying. Three surveys with children
and adolescents aged 10 – 25 years using anonymous self-report questionnaires
(Smith et al., 2008) were realized: (1) primary school – 407 pupils (2) secondary
school – 382 pupils and (3) secondary school online – 2,070 students. Results
showed that 3.8 to 4.4 % of the students reported being cyber bullied frequently
(categories: almost daily, several times a week, about once a week, about once in a
month), 5.8 to 11.3% only 1-3 times a year during the last school year. 3.9 to 5.0
% reported having bullied others frequently, 4.2 to 6.0 % only 1-3 times a year.
Overall, cyber bullying occurred less frequent than traditional bullying and was
more often experienced outside than inside school. In addition, girls were more
likely to become victims of cyber bullying than boys. In line with other findings,
it was found that bullies tend to be cyber bullies, that victims of bullying tend to
be victims of cyber bullying, and that traditional victims tend to be cyber bullies.
Results indicate that cyber bullying is a problem in Luxemburg schools, too, and
that a considerable number of students are affected. Implications for practical
actions will be discussed.
COST Action IS0801 26
Mona O’Moore
& Stephen Minton
Trinity College Dublin, Ireland
Robert Slonje,
Peter K. Smith,
& Ann Frisen
Goldsmiths University of London, UK and University of Gothenburg, Sweden
Cyberbullying differs from traditional bullying in various ways, and this can
27 Prevelence and Surveys
affect the impact it has on victims. Here we explore this issue through two studies
on Swedish pupils. A first qualitative study was carried out with 19 students
aged 11-15, in order to explore what may contribute to the negative effect that
cyberbullying may have on victims. Content analysis yielded 7 different reasons;
embarrassment, fright, helplessness, no avoidance, loneliness, persistency and
anonymity (of the bully within cyber bullying context). A second quantitative
study, with 831 participants aged 7-16 years, examined various aspects of both
traditional bullying as well as cyberbullying. This study explored prevalence
rates, age/gender differences, whether the bully felt remorse and distribution
processes; and also how the 7 different ‘reasons’ from the first study correlated
with 4 different types of bullying (cyberbullying private forms, cyberbullying
public forms, indirect traditional bullying, direct traditional bullying). Findings
indicated that the reasons of ‘loneliness’, and ‘persistency’ seemed to have a large
hypothesized impact across all four different types of bullying. The reason of
‘embarrassment’ was hypothesized by students to mostly have a large negative
impact on the public forms of cyberbullying, whilst the reason of ‘fright’ was
thought of having the largest negative impact on traditional direct forms of
bullying. The findings are discussed in relation to the characteristics of traditional
and cyberbullying, and implications for interventions designed to help victims of
cyberbullying and develop pupil coping strategies.
Vasiliki Gountsidou
Aristotle University of Thessaloniki, Greece
was held for two different groups of Greek students in 2008. The first group was
students of the Physics Department, who spend more time working in front of
a computer, due to the nature of their studies, and the second group was from
the Physical Education Department, the majority athletes and spending most
of their time in stadiums. Comparing the results in the two groups, differences
concerning the incidence of the phenomenon of cyberbullying, the percentage
of the victims, perpetrators or bystanders and the types of cyberbulling were
found. Since cyberbullying is a rather new concept and research especially in
Greece is still in its initial phase, the purpose of this survey is to analyse the
results, make teachers aware of the rapidly growing problem concerning their
own students, and warn the students and their parents for the dangers they may
face in the future.
Zehra Uçanok,
Pınar Burnukara,
& Emine Durmuş
Hacettepe University, Turkey
specific questions such as; who gets involved in cyberbullying? Who are the risk
groups, and how much overlap is there with those involved in traditional bullying?
What are the age trends in cyberbullying and are there gender differences with
regard to types of bullying? The sample consisted of 923, 6th, 7th, 8th, 9th, 10th
and 11th secondary and high school students from two different cities (Ankara
and İskenderun) in Turkey. The Peer Victimization (Gültekin & Sayıl, 2005)
and Bullying (Pekel-Uludağlı & Uçanok, 2005) Scales and The Cyberbullying
Inventory (Topçu, 2008) were used to determine different types of traditional
bullying and cyberbullying. The conclusion may be drawn from our preliminary
analyses is that although cyber and traditional bullying shares some common
grounds; cyberbullying seems to be carrying its own unique characteristics.
Magdalena Marczak
Nottingham University, UK
often internet aggressors. Parental style plays a role in traditional bully status, but
currently no evidence emerges within cyber-bullying. However, the cyber-victim/
bully’s parents can be ignorant and uninformed about the dangers of modern
technology and sometimes even oblivious to their children’s on-line activities.
Discussion of the research on these topics as well as consideration of the reasons
why are presented.
Maili Pörhölä
University of Jyväskylä, Finland
The aim of the present study was to examine the extent of cyberbullying
and victimization experiences of Finnish students, as well as the ways in which
age and gender were related to these experiences. In addition, the relationships
between cyberbullying and -victimization and other forms of bullying and
victimization were examined. The respondents (N = 1207; 606 female and 601
male) were 4th, 6th, 7th and 8th graders, their age ranging from 10 to 14 years.
Their experiences of bullying and victimization were assessed by means of two
scales: Bullying Scale and Victimization Scale, developed by the author on the
basis of previous findings and previously published scales. Both scales consisted
of 18 items assessing verbal and nonverbal, physical, and relational forms of
bullying and victimization. Experiences of cyberbullying and -victimization were
assessed by means of one item in each scale. The results indicated that 27% of
the respondents had practiced, and 61% of them had experienced cyberbullying
sometimes or more often (on a weekly or daily basis). The results lend support to
previous findings suggesting that cyberbullying occurs more often among female
than male adolescents. However, age did not predict involvement in cyberbullying.
Inter-item correlation analyses revealed that both bullying others and being bullied
by offensive text or e-mail messages, telephone calls, or Internet use were most
strongly associated with indirect, relational forms of bullying which functioned
as a tool to isolate the target persons from the peer group; even from their best
friends. Correlations between cyberbullying and physical forms of bullying were
low.
31 Risk Factors and
Correlates of Cyberbullying
Ana Almeida,
Isabel Correia,
D’Jamilla Garcia,
Sylvie Marinho,
Susana Gomes
& Cecilia Esteves
Universidade do Minho, Braga, & Instituto Superior de Ciências do
Trabalho e Empresa, Lisbon, Portugal
differences that level out throughout the years of junior high and secondary
school. Gender and age differences did not show a clear pattern, pointing to
other proximal influences rather than intrinsically developmental or gender-related
factors. Adolescents from 7th and 8th grades who reported either as bullies or as
bully-victim showed higher levels of moral disengagement. Cognitive and affective
empathy do not function as differential process in cyberbullying and confirm that
cyberbullies do not lack empathic responsiveness. The results suggest that moral
disengagement as a specific socio-cognitive process is an important mechanism
to rationalize and to justify one’s bullying behaviour; thus, a powerful means to
escape self-censure.
Isabel Correia,
Ana Almeida,
& Sylvie Marinho
Lisbon University Institute, Lisbon, & Universidade do Minho, Braga,
Portugal
We examine the association between several social cognitive factors and attitudes
regarding roles in bullying in a population of school students. Moral disengagement,
empathy, belief in a just world and the perception of normative beliefs of the peer
group regarding the role of bully, the role of defender of the victim, and the role
of outsider were measured. We studied how these variables were associated with
attitudes regarding the role of bully, the role of defender of the victim, and the role
of outsider.292 students from a school participated: 49.7% male and 50.3% female,
aged between 10 and 18 years (M = 13.1). Participants were from 4 randomly selected
classes, one each from grade 6 (21.7%), grade 7 (29.4%), grade 8 (24.0%) and grade
9 (24.9%).Results showed that more positive attitudes regarding roles of bully and
outsider were predicted by higher levels of moral disengagement, whereas more
positive attitudes regarding the role of defender of the victim was predicted by lower
levels of moral disengagement. The perception of the normative beliefs of the peer
group also predicted the attitudes of participants regarding the respective role. The
implications of the results point to the fact that bullying prevention programs should
focus on reduction of moral disengagement.
Risk Factors and
35
Correlates of Cyberbullying
Victims and Bullies in Cyber Space: Does Gender Identity Play a Role?
Rasa Erentaite,
Laura Ustinavičiūtė,
& Rita Žukauskienė
Mykolas Romeris University, Lithuania
Individuals who are ‘different’ from others or not typical, have higher risks
of victimization in bullying (Young & Sweeting, 2004). We explored if gender
typicality and other aspects of gender role identification are related to bullying
in cyberspace. Gender identification becomes increasingly important during
adolescent years, thus, gender atypical youth might experience adjustment
difficulties: low scores in gender typicality and contentedness and high scores
on felt pressure for gender conformity have been linked to poor psychosocial
adjustment, including lower peer acceptance and victimization (Carver, Younger,
& Perry, 2003; Smith & Leaper, 2005; Young & Sweeting, 2004). We hypothesized
that 1) adolescents with lower gender typicality and/or lower gender contentedness
become victimized more often and show higher negative reactions to being
bullied; 2) the link between gender typicality and victimization is stronger for
boys than girls; 3) higher felt pressure for gender conformity is associated with
both victimization and becoming a bully. High school students aged 16 to 18
years (N=107) participated. We measured three dimensions of gender identity:
gender typicality, gender contentedness and felt pressure (Egan & Perry, 2001).
Cyberspace victimization was evaluated on experiences of 8 different forms of
cyberbullying (based on Smith et al., 2008) and reactions to being bullied (Dehue,
2008). Results show that gender typicality and gender contentedness were related
to victimization mainly for boys; less gender typical boys tended to experience
website bullying more often, and less gender contented boys faced higher
victimization through emails. Gender typicality was also linked to being a bully -
more gender typical adolescents participated more in three forms cyberbullying:
text messaging, phone calls, and instant messaging. Similarly, higher felt pressure
for gender conformity was associated with both victimization and becoming a
bully, these links being stronger for boys. For adolescent boys higher felt pressure
COST Action IS0801 36
for gender conformity was also related to lower scores on emotional reaction to
bullying. In conclusion,. gender identity dimensions are linked to and contribute
to explaining victimization of adolescents in cyberspace.
Jacek Pyżalski
Pedagogical College, Lodz, Poland
Petra Gradinger,
Dagmar Strohmeier,
& Christiane Spiel
University of Vienna, Austria
Roberta Renati,
Carlo Berrone,
& Maria Assunta Zanetti
University of Pavia, Italy
Saulė Raižienė,
Inga Laurynaitė,
Rita Žukauskiene,
& Rasa Pilkauskaitė Valickienė
Mykolas Romeris University, Lithuania
Today’s technological advances have opened the door to a new form of abuse.
Victimization via the Internet or Cyber bullying is a new phenomenon in which
bullies use computer-mediated communication or other electronic forms of
contact to torment their victims. In recent years there has been increased attention
given to the growing prevalence of cyber bullying in the world but this has not
yet received sufficient attention in Lithuania. The main research question of this
study is how often bullying occurs via the Internet and what the characteristics
of the victims are. A total of 284 students (age 15-17 years, mean age 16.2) in
Vilnius high schools participated. 11% of respondents had been bullied by email,
website or chartroom at least once over the last two months. Cyber victims were
more depressive, they perceived the Internet as more valuable for intimate self-
disclosure than non-victims. Also cyber victims were more likely not to tell the
correct information about their age than non victims. However, no significant
39 Risk Factors and
Correlates of Cyberbullying
differences were found in age, gender, and the age when person started to use
Internet, and the time spent online between cyber victims and non-victims.
Trijntje Vollink,
Catherine Bolman,
Francine Dehue,
Mieneke Pouwelse,
& Peter Verboon
Open University Netherlands, Netherlands
Ersilia Menesini,
Annalaura Nocentini,
& Pamela Calussi
University of Florence, Italy
This study aims at investigating the effects of a peer education program against
cyber-bullying in secondary school students. Participants were 165 secondary
students in 8 experimental classes and 143 in 7 control classes. Age range was 13-
20 years, mean 15.0. The intervention in the experimental classes consisted of a 7
lesson training program where teachers and a representative of 3-4 students took
part, one focus group with a subgroup of students, and a module of 15-20 hours
of intervention carried out by peer educators and teachers. The effectiveness
of the model was assessed by a questionnaire dealing with traditional and
cyber-bullying, administered at the beginning and at the end of the school year.
Analyses demonstrated that the intervention had some positive short term impact
on students reducing cyber-victimization in the experimental group (time*group
effect). Particularly some of the most common behaviors, such as silent prank
calls and insults on Messenger, showed a decrease in the experimental group as
compared to the control. Also, a measure of students’ negative feelings reported
a decrease in the same experimental classes. Findings are discussed in relation to
the potential of peer education programs in this area.
COST Action IS0801 42
Georges Steffgen,
Andreas König,
& Jan Pfetsch
University of Luxembourg, Luxembourg
Cyber bullying by using cell phones is one typical form to bully others. Teachers
and heads of schools often require forbidding the use of cell phone in school as
an effective measure to reduce cyber bullying. We report research findings from
an intervention study to test this assumption at a Luxembourg secondary school
using anonymous self-report questionnaires (Smith et al., 2008). Adolescents
aged 12 – 25 years participated in an intervention group (382 pupils) or a control
group (950 pupils from various other schools). A one group before after design
(assessment at the beginning and at the end of the school year) was combined
with a post test only control group design. The intervention school banned cell
phones at the school area, the control schools had no such measure addressing
cyber bullying. Results showed no significant differences between pre-post as well
as between intervention and control groups in the frequency of victimization
and cyber bullying of others. No effects were detected for the different media
of cyber bullying – like cell phone calls or SMS – as well as for the prevalence
of cyber bullying outside and inside school. Results indicate that banning the
use of cell phones seems not to be an effective manner to reduce cyber bullying.
Implications for practical actions – e.g. to introduce a multi-dimensional and
whole school approach to prevent cyber bullying – will be discussed.
43 Interventions and
Prevention Strategies
Luca Pisano,
Maria Elena Saturno,
Nicoletta Pinna,
Delia Manferoce,
& Chiara Zanolla
IFOS, Cagliari, Italy
Pisano and Saturno (2008) surveyed pupils aged 11-20 (702 pupils from junior
high school, 345 from secondary school) in Sardinia, Lazio, Marche, Sicily, and
Lombardy. The findings showed that 14% of junior high school students and
16% of secondary school students reported having been cyberbullied. In the light
of these findings, the Department of Educational Policies, City Hall, Cagliari,
in collaboration with I.FO.S. (Postgraduate course in Clinical Criminology and
Legal Psychology), has initiated an innovative service specifically dedicated to
prevention and counter measures against bullying, cyberbullying and risky
web surfing. Four teachers, four parents and eight students were selected after
participating in a specific training course. They were trained to give necessary
information to peer groups (also teachers, parents, and students respectively) off
line (during seminars and training programs) and on line (through the use of
service of replying by mail and interactive forum). The hypothesis is that on line
and off line educational action advanced by peer educators are more effective than
the same actions by professional educators. Effectiveness is evaluated in terms of
changes to knowledge, aptitude and behaviour, by means of questionnaires given
immediately after (on line and off line) training, and also after three months follow
up. Results are reported comparing outcomes for randomly assigned groups of
students, parents and teachers: experimental groups who experience input from
a peer educator (i.e. teacher to teacher; parent to parent; student to student); and
comparison groups, who experience input from a professional educator from
IFOS. We report outcomes of all phases of the project, and examine the relative
effectiveness of peer and professional education as regards different aspects of
cyberbullying.
COST Action IS0801 44
Marilyn Campbell,
Barbara Spears,
Phillip Slee,
Des Butler,
& Sally Kift
Queensland University of Technology, Australia
Marjo Kurki,
Minna Anttila,
Heli Hätönen,
Marita Koivunen,
& Maritta Välimäki
University of Turku, Finland
Simone Paul
& Peter K. Smith
Goldsmiths, University of London, UK
Vera Boronenko
University of Daugavpils, Latvia
Panayiota Tsatsou
Swansea University, UK
policy-makers and the market must encounter to make the internet a safe ‘place’
for children. This is a challenging part of a larger debate concerning children’s
safe use of the internet, as cyberbullying cannot be encountered sufficiently
through technical and other means that parents and teachers are often offered by
the industry and policy people in order to keep the child safe online. In addition,
cyberbullying is often considered a problem that is extended from offline to online
platforms of communication, while the interactive and highly communicative
nature of the internet often provides room for new forms, dimensions and means
of expression of bullying behaviors and practices to take place. My research
aims to explore the fragile position of children who are bullied in cyberspace
and to recommend ways of protection through assessing parents’ and teachers’
mediating practices and tools employed. Although this research does not imply
that children lack the potential for self-protection, it explores the role of parents
and teachers in protecting children from cyberbullying. Parental mediation and
school teaching are commonly considered important for the provision of children
with necessary skills and awareness for safe internet use, and also they are critical
actors for the risks and opportunities children might face on the internet. In
terms of implications, the assessment of the role of parents and teachers in how
children encounter cyberbullying and the consequent testing of children’s online
practices are of critical importance for reviewing measures and initiatives taken
by policy-makers, industry players and other elite actors.
Interventions
Appendix and
49
Prevention Strategies
Goal and objectives: The overall goal of this on-going study is to generate
information on clinical outcomes and cost-effectiveness of information technology
(IT) used in treatment of adolescent with mental problems. The objectives are:
To evaluate the impacts of IT on adolescents’ depressive symptoms,
psychosocial functioning, behaviour disorders, knowledge level of mental
problems, and quality of life.
To describe the impacts of IT on organisational performance and staff
knowledge, skills and attitudes to IT use.
To describe the impacts of IT on costs to the health provider.
Methods: The study funded by the Academy of Finland (2006-2009) includes
three parts. First, Internet based system has been developed to support adolescent’s
self-management skills. Second, a randomized controlled trial design with two
arms has been used: intervention group (computerized therapy meetings) and
control group (’treatment as usual’). Third, the impact of use of health technology
will be analysed from adolescent, staff and organisation perspectives.
Implications: From the adolescent perspective, the study will provide new
information on the clinical effects of IT on users’ well-being and daily functioning.
Close involvement in the project supports staff competencies by means of IT
expertise, thereby enriching the health care services. The study will expand the
opportunities to use internet-based services and helps to design an appropriate
online involvement. It will generate information for society and policymakers on
benefits of IT to health provider and whether IT can be utilised in a controlled
manner in health care organisations.
COST Action IS0801 50
Appendix
Appendix
Name, Surname Title Institution Co-authors Contact address
National prevalence
Edith Cowan
51
Measuring cyberbullying
and cybervictimisation by 1. Anja Schultze-
Anja Schultze- using behavioral categories Freie Universität Krumbholz anja.schultze-krumbholz@
Krumbholz – the Berlin Cyberbullying- Berlin, Germany 2. Herbert fu-berlin.de
Cybervictimisation Scheithauer
Appendix
Questionnaire (BCCQ)
Name, Surname Title Institution Co-authors Contact address
Cyberbullying
1. Annalaura Nocentini
Annalaura measurement: a University of
2. Ersilia Menesini annalaura.nocentini@virgilio.it
Nocentini comparison between Florence, Italy
COST Action IS0801
3. Pamela Calussi
different strategies
Definitions, concepts
Goldsmiths,
and perceptions of 1. Dorothy Grigg
Dorothy Grigg University of dorothygrigg@aol.com
cyber-bullying and cyber- 2. Peter K. Smith
52
London, U.K
aggression
Putting cyber bullying into
1. Heidi Vandebosch
perspective: A plea for University
Heidi 2. Steven Eggermont
a longitudinal and social of Antwerp, heidi.vandebosch@ua.ac.be
Vandebosch 3. Michel Walrave
network analysis approach Belgium
4. Katrien Van Cleemput
to cyber bullying
Psychometric properties
1. Zehra Uçanok
of traditional bullying and Hacettepe
Zehra Ucanok 2. Pınar Burnukara ucanok@hacettepe.edu.tr
cyberbullying scales in University
3. Durdu Sertkaya
Turkish adolescents
Cyberbullying in middle Aristotle
Anastasia and high Schools: University of 1. Anastasia Kapatzia
akapatzi@psy.auth.gr
Kapatzia prevalence, gender and age Thessaloniki, 2. Efthymia Sygkollitou
differences Greece
1. Angela Costabile
Angela Electronic harassment: University of 2. Maria Giuseppina
a.costabile@unical.it
Costabile preliminary data in Calabria Calabria, Italy Bartolo
3. Anna Lisa Palermiti
Name, Surname Title Institution Co-authors Contact address
1. Claire P. Monks
Cyberbullying among University of 2. Rosario Ortega
Claire P. Monks c.p.monks@greenwich.ac.uk
primary school pupils Greenwich, UK 3. Susanne Robinson
4. Penny Worlidge
1. Georges Steffgen
Cyber bullying among University of
Georges 2. Jan Pfetsch
school aged children in Luxembourg, georges.steffgen@uni.lu
Steffgen 3. Andreas König
Luxembourg Luxembourg
4. Luc Bredemus
Cyber-bullying: The Trinity College 1. Mona O’Moore
Mona O’Moore momoore@tcd.ie
Irish experience Dublin 2. Stephen Minton
The nature and impact Goldsmiths, 1. Robert Slonje
Robert Slonje of cyber bullying in University of 2. Peter K. Smith r.slonje@gold.ac.uk
Swedish schools London, UK 3. Ann Frisen
Aristotle University
Vasiliki Cyberbullying at the 1. Vasiliki
of Thessaloniki, iakovou@auth.gr
Gountsidou tertiary education Gountsidou
Greece
53
The prevalence of
cyberbullying and 1. Zehra Uçanok
Zehra Ucanok Hacettepe
traditional bullying 2. Pınar Burnukara ucanok@hacettepe.edu.tr
(2) University
in Turkish urban 3. Emine Durmuş
adolescents
Risk factors and
correlates of
Magdalena cyberbullying: Nottingham 1. Magdalena
Appendix
lwxmim@nottingham.ac.uk
Marczak Similarities and University, U.K. Marczak
differences with
traditional bullying
Name, Surname Title Institution Co-authors Contact address
Being involved in
cyberbullying: Relationships
University of
Maili Pörhölä with age, gender, and other 1. Maili Pörhölä Maili.Porhola@jyu.fi
COST Action IS0801
Jyväskylä, Finland
forms of bullying and
victimization
Assessing perceived 1. Paz Elipe
emotional intelligence in 2. Rosario Ortega
54
University of
Paz Elipe relation to cyberbullying: 3. Joaquin A Mora- mpelipe@ujaen.es
Jaen, Spain
A study of Spanish Merchán
adolescents 4. Rosario del Rey
Dating violence,
1. Virginia Sànchez Jimènez
sexual harassment and
Virginia Sànchez University of 2. Carmen M. Viejo
cyberbullying among virsan@us.es
Jimènez Seville, Spain Almanzor
Spanish adolescents: some
3. Rosario Ortega Ruiz
preliminary results
Universidade 1. A.na Almeida
do Minho & 2. Isabel Correia
Are moral disengagement
Instituto Superior 3. D’Jamilla Garcia aalmeida@iec.
Ana Almeida and empathy related to
das Ciências 4. Sylvie Marinho uminho.pt
cyberbullying practices?
do Trabalho e 5. Susana Gomes
Empresa 6. Cecilia Esteves
Valickienė
Name, Surname Title Institution Co-authors Contact address
How does cyberbullying
relate to empathy and 1. Roberta Renati
University of
Roberta Renati social functioning? An 2. Carlo Berrone roberta.renati@unipv.it
Pavia, Italy
investigation on a sample 3. Maria Assunta Zanetti
COST Action IS0801
of Italian adolescents
Mykolas 1. Saulė Raižienė
Victimization via internet:
Romeris 2. Inga Laurynaitė saule.raiziene@gmail.
Saulė Raižienė what do we know about
University, 3. Rita Žukauskiene com
56
the victims?
Lithuania 4. Rasa Pilkauskaitė Valickienė
1. Trijntje Vollink
Open
Parenting dimensions 2. Catherine Bolman
University
Trijntje Vollink and parents practices to 3. Francine Dehue trijntje.vollink@ou.nl
Netherlands,
prevent cyberbullying 4. Mieneke Pouwelse
Netherlands
5. Peter Verboon
Assessing the effects of 1. Ersilia Menesini
University of
Ersilia Menesini a school peer education 2. Annalaura Nocentini menesini@psico.unifi.it
Florence, Italy
approach on cyber-bullying 3. Pamela Calussi
Does banning cell phones University of 1. Georges Steffgen
Georges
in schools reduce cyber Luxembourg, 2. Andreas König georges.steffgen@uni.lu
Steffgen
bullying? Luxembourg 3. Jan Pfetsch
An evaluation of an Italian 1. Luca Pisano
“Peer to Peer” service to 2. Maria Elena Saturno
IFOS,
Luca Pisano prevent cyberbullying, 3. Nicoletta Pinna lucapisano@yahoo.it
Cagliari, Italy
targeted to students, 4. Delia Manferoce
teachers, and parents 5. Chiara Zanolla
Name, Surname Title Institution Co-authors Contact address
1. Marjo Kurki
Challenges in detecting
University 2. Minna Anttila
cyberbullying in the out-
Marjo Kurki of Turku, 3. Heli Hätönen marjo.kurki@utu.fi
patient mental health care
Finland 4. Marita Koivunen
of adolescents in Finland
5. Maritta Välimäki
Exploring cyberbullying
Goldsmiths, spaul@
in secondary education 1. Simone Paul
Simone Paul University of westminsteracademy.biz
through use of Quality 2. Peter K. Smith
London, UK p.smith@gold.ac.uk
Circles
Vera veraboronenko@inbox.
cross-society aspects of the Daugavpils, 1. Vera Boronenko
Boronenko lv
defining of cyberbullying Latvia