Traditional Forms Of Bullying Research Articles

The Longitudinal Relationship between Cyberbullying Victimization and Loneliness among Chinese Middle School Students: The Mediating Effect of Perceived Social Support and the Moderating Effect of Sense of Hope.

Compared with traditional forms of bullying (e.g., physical bullying, verbal bullying), cyberbullying victimization can bring heavy psychological damage to the victim of bullying. Studies have found that cyberbullying victimization leads to higher levels of depression and causes anger and emotional problems. Nevertheless, existing studies mainly focus on traditional bullying while affording scant consideration to the longitudinal impact of cyberbullying on mental well-being. The purpose of this study was to examine the effects of cyberbullying victimization on middle school students' loneliness while simultaneously investigating the mediating role of perceived social support and the moderating role of feelings of hope. A total of 583 middle school students were surveyed using four self-report questionnaires. Cyberbullying victimization predicts loneliness. Perceived social support mediates the role of cyberbullying victimization in influencing cyberbullying. Sense of hope moderated the direct pathway and the second half of the mediating role pathway. First, many mediating and moderating variables of cyberbullying victimization affect loneliness, and different mediating and moderating variables can be studied in the future. Second, future studies could expand this study's sample to validate the results of this study. Third, this study only collected data at two time points, and future studies could collect data at multiple time points. Cyberbullying victimization can increase loneliness over time. Perceived social support and a sense of hope can mitigate the effects of cyberbullying victimization on an individual's mental health.

Incivility: the new type of bullying in higher education

ABSTRACT Research surrounding higher education workplace aggression is regularly focused on acts of bullying down the hierarchical chain. This paper examines the data generated from interviews with 20 faculty deans to demonstrate that a shift in negative higher education workplace behaviour is occurring. This change primarily results in the well-defined and identified practice of bullying being replaced with victims enduring the accumulated impact of acts of varied disrespect such as negative comments, under the breath comments, intentionally misinterpreting instructions or spreading rumours, collectively known as incivility. This is a crucial shift that must be acknowledged by university managers, as incivility is rising in prominence and is difficult to stop using existing policies. Yet incivility has the same harmful impact on its victims as traditional forms of bullying. The paper thus analyses the rates of incivility in a set higher education leadership role, and the repercussions on victims in their professional and personal lives.

What Pediatricians Should Know and Do about Cyberbullying.

1. Jane Timmons-Mitchell, PhD* 2. Daniel J. Flannery, PhD* 1. *Begun Center for Violence Prevention, Research and Education, Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, Cleveland, OH When bullying occurs through technology it is called electronic bullying or cyberbullying , which first appeared at the beginning of the 21st century and has become an issue of great concern to pediatricians, parents, educators, and youths themselves. Although cyberbullying includes aspects of traditional, in-person bullying, it also differs in important respects. The Centers for Disease Control and Prevention (CDC) defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying, whether in-person or through technology, can inflict distress on the targeted youth, as well as physical, psychological, social, or educational harm. Cyberbullying should be considered in the context of traditional bullying rather than as a separate entity: it shares characteristics with traditional forms of bullying, such as its risk factors, its negative consequences, and the effectiveness of interventions that work on both types bullying. But there are also important differences between the 2: cyberbullying does not always have a clearly defined power differential, and 1 negative post can have significant effects without being repeated by its perpetrator. Estimates of the frequency of cyberbullying vary. The CDC indicates that more than 15% of high school students report being cyberbullied in the past year. Other estimates include a range from 4% to 90%, with many studies reporting 20% to 40%. Rates of cyberbullying perpetration range from 3% to 36%. In 1 study, when …

Assessing the relationship between cyber and traditional forms of bullying and sexual harassment: Stepping stones or displacement?

The purpose of this study was to determine whether cyberbullying and cyber-sexual harassment perpetration serve as antecedents or stepping stones to traditional bullying and sexual harassment, or whether traditional bullying and sexual harassment victimization encourage displacement in the form of anonymous aggressive activities like cyberbullying and cyber-sexual harassment. This research question was evaluated in a sample of 2,039 (52% female) high school students from the Illinois Study of Bullying and Sexual Violence (ISBSV) using two waves of longitudinal data. Two hypotheses were tested in two separate analyses, using bullying and cyberbullying data in one analysis, and sexual harassment and cyber-sexual harassment data in the other analysis. The stepping-stone hypothesis predicted that children would use the anonymity of cyber-bullying/harassment as a stepping stone or learning curve toward eventual involvement in face-to-face bullying/harassment. The displacement hypothesis, by contrast, held that children victimized face-to-face with traditional forms of bullying/harassment would seek release from their victimization by engaging in the largely anonymous activities of cyberbullying and cyber-sexual harassment. In both the bullying and harassment analyses, the pathway running from traditional bullying/harassment victimization to cyber-bullying/harassment perpetration proved significant, consistent with the displacement hypothesis. The pathway running from cyber aggression to traditional aggression failed to achieve significance in both the bullying and harassment analyses, providing no support for the stepping-stone hypothesis. These results imply that anonymity plays an important role in linking traditional and cyber forms of bullying and harassment.

Assessing the relationship between cyber and traditional forms of bullying and sexual harassment: Stepping stones or displacement?

The purpose of this study was to determine whether cyberbullying and cyber-sexual harassment perpetration serve as antecedents or stepping stones to traditional bullying and sexual harassment, or whether traditional bullying and sexual harassment victimization encourage displacement in the form of anonymous aggressive activities like cyberbullying and cyber-sexual harassment. This research question was evaluated in a sample of 2,039 (52% female) high school students from the Illinois Study of Bullying and Sexual Violence (ISBSV) using two waves of longitudinal data. Two hypotheses were tested in two separate analyses, using bullying and cyberbullying data in one analysis, and sexual harassment and cyber-sexual harassment data in the other analysis. The stepping-stone hypothesis predicted that children would use the anonymity of cyber-bullying/harassment as a stepping stone or learning curve toward eventual involvement in face-to-face bullying/harassment. The displacement hypothesis, by contrast, held that children victimized face-to-face with traditional forms of bullying/harassment would seek release from their victimization by engaging in the largely anonymous activities of cyberbullying and cyber-sexual harassment. In both the bullying and harassment analyses, the pathway running from traditional bullying/harassment victimization to cyber-bullying/harassment perpetration proved significant, consistent with the displacement hypothesis. The pathway running from cyber aggression to traditional aggression failed to achieve significance in both the bullying and harassment analyses, providing no support for the stepping-stone hypothesis. These results imply that anonymity plays an important role in linking traditional and cyber forms of bullying and harassment.

Victimization Experiences and Mental Health Outcomes Among Grades 7 to 12 Students in Manitoba, Canada

Victimization experiences, including traditional forms of bullying, discriminatory harassment, and cyber victimization, are associated with numerous detrimental consequences in adolescence and over the life course. The objective of the current study was to understand the relationships between nine experiences of victimization and mental health outcomes among students in grades 7 to 12 in Manitoba, Canada. Data were drawn from the 2012–2013 Manitoba Youth Health Survey (N = 64,174; response rate = 67%). Mental health outcomes included mental health functioning and emotional well-being, and feelings of sadness and hopelessness. The prevalence of moderate/languishing mental health functioning and emotional well-being ranged from 35.2% (boys in grades 7 to 9) to 51.0% (girls in grades 10 to 12). The prevalence of feeling sad and hopeless ranged from 31.4% (boys in grades 7 to 9) to 57.7% (girls in grades 10 to 12). All nine victimization types were associated with increased odds of having moderate/languishing mental health functioning and emotional well-being and feeling sad and hopeless for both boys and girls in grades 7 to 9 and 10 to 12, although some gender and grade differences were noted. A dose-response trend was found with increased odds of moderate/languishing mental health functioning and emotional well-being corresponding with increased frequency of being victimized. A similar trend was noted for girls only for feeling sad and hopeless. Effective prevention and intervention strategies targeting boys and girls and across grades 7 to 12 are needed to improve mental health functioning and emotional well-being, and reduce feelings of sadness and hopelessness among adolescents with victimization experiences.

Cyberbullying, cyber aggression, and cyber victimization in relation to adolescents' dating and sexual behavior: An evolutionary perspective.

This study examined adolescents' cyberbullying, cyber aggression, and cyber victimization from an evolutionary perspective, extending previous research showing that traditional forms of bullying, aggression, and victimization are associated with reproductively relevant outcomes. Consistent with hypotheses based on theory and research linking bullying and aggression to intrasexual competition for mates, results indicated that cyber victimization was positively associated with a number of dating and sexual partners. Findings for cyber aggression were more complex, depending on the degree of cyber victimization experienced by the perpetrator, and the balance of power between the perpetrator and victim. Specifically, nonbullying cyber aggression by perpetrators with equal or less power than the victim had stronger positive relations with the number of dating or sexual partners when perpetrators experienced a high level of cyber victimhood. In contrast, cyberbullying by perpetrators with more power than the victim was negatively associated with the number of dating partners when the perpetrators' exposure to cyber victimization was low. Although cyber aggression and cyber victimization are new forms of aggression that involve the use of modern electronic devices, the results of this study demonstrate the usefulness of viewing this behavior from an evolutionary perspective and show that adolescents are likely to use cyber aggression against rivals in the context of intrasexual competition for mates.

Effects of workplace cyberbullying on nurses' symptom experience and turnover intention.

The purpose of this study was to investigate the effect of workplace cyberbullying on nurses' symptom experience and turnover intention. While face-to-face workplace bullying occurs frequently in nursing organisations, workplace cyberbullying has rarely been studied. This is a cross-sectional descriptive study using self-reporting surveys of 249 nurses from 20 hospitals. The prevalence of workplace cyberbullying was 8%, and the mean was 1.11±0.31. Factors influencing symptom experience were workplace cyberbullying and perceived organisational support, while factors influencing turnover intention were workplace cyberbullying, perceived organisational support and educational level. Workplace cyberbullying and perceived organisational support are factors that significantly influenced both symptom experience and turnover intention in nurses working in hospital settings. Managing workplace cyberbullying can reduce the negative effects on nurses' symptom experience and turnover intention. This suggests that the management of workplace cyberbullying by a nursing organisation is essential. Nursing managers need to focus on the control and prevention of workplace cyberbullying as well as traditional forms of bullying. Managing workplace cyberbullying can reduce negative effects on nurses' symptom experience. Interest in and prevention of workplace cyberbullying would decrease turnover intention and stabilize the nursing organisation and the workforce.

Vršnjačko nasilje i mentalno zdravlje

The paper presents an overview of recent findings from several major cohort studies and meta-analyses related to the long-term effects of bullying on mental health. Exposure to bullying is associated with the risk of developing various psychiatric disorders, primarily anxiety and depression disorders, as well as reporting suicidal idealization and behavior, regardless of other risk factors, with the worst mental health outcomes for those in the category of bully / victims. Further, the paper presents a review of recent data from our population on the use of digital technology, the risks and the frequency of cyberbullying among children. The use of digital technologies is widespread among children and adolescents, and with age the frequency of use increases, and thus the degree of exposure to cyberbullying - from a third of junior primary school pupils to two-thirds of high school students. The adverse effects of cyberbullying on mental health are comparable with the effects of classical, traditional forms of bullying, and there is a significant degree of overlap between these two categories of bullying.

CYBERBULLING AS A METHOD OF SOCIAL ADDRESSING TEENAGERS ON THE BULLING SITUATION

Current article is dedicated to connection between traditional forms of bullying and cyberbullying. It is suggested that cyberbullying is a social response to bullying situation at school. Research sample numbers 717 adolescents of 11-18 ages, who are students of secondary schools in Nizhny Novgorod. Bullying and cyberbullying were assessed with D. Olweus Bully/Victim Questionnary. The results section contains the data about scale of both bullying and cyberbullying. It was found that active bullying participants (bullies, victims and bully victims) are more likely to become victims and bullies in context of cyberbullying. Risks of becoming victims and bully is the highest for bully-victims, i.e. adolescents who behave as bullies in some situations and are victims in others. In general, adolescents revealed to be victims of cyberbullying twice more often than to be cyberbullies.

Cyberbullying in Children and Youth: Implications for Health and Clinical Practice.

We review the recent literature on cyberbullying and its effects on victimised youth, identifying key points. We conclude that cyberbullying, while following many of the underlying dynamics of more traditional forms of bullying, features some unique qualities that can both magnify the damage caused and make it more difficult to detect. These features include the pervasive, never-ending nature of cyberbullying and the ability to quickly reach large audiences. The potential for anonymity and the related distance afforded by screens and devices compared to in-person interaction allow the cruelty of cyberbullying to go unchecked. Despite the perceived anonymity of cyberbullying, cyberbullying can be perpetrated by friends, who often have intimate knowledge about the victimised youth that can be devastating when made public. Given the difficulty schools face in preventing or even detecting cyberbullying, health care providers are an important ally, due to their knowledge of the youth, the sense of trust they bring to youth, and their independence from the school setting. We conclude by calling for routine screening of bullying by health care providers who deal with paediatric populations.

Perceived Connections between Anti-Social Gateway Behaviors and School Bullying and Culture

<p>The purpose of this study was to examine and compare opinions of 8th and 9th grade teachers and students regarding the prevalence of anti-social/gateway behaviors in their classrooms, the perceived connection between these behaviors and more traditional forms of bullying, and the potential impact of school-wide anti-bullying programs specifically designed to address these behaviors. A sample of convenience from one middle school and one high school from a suburban Midwestern school district were selected to participate in this qualitative study. Researchers found that over 80% of students have witnessed or been involved in anti-social behaviors, and over 70% of students, higher among females, believed that a school-wide program would lessen the amount of more extreme forms of bullying, while over 90% of teachers agreed that such a program would lessen extreme forms of bullying. The authors conclude that proactive, building-wide plans for addressing anti-social/gateway behaviors could be reduce the amount of overt bullying and positively impact the overall culture of the school.</p>

Étude sur la « cyber-intimidation » : cyberbullying, comorbidités et mécanismes d’adaptations

Cyberbullying is a relatively new form of bullying. This bullying is committed by means of an electronic act, the transmission of a communication by message, text, sound, or image by means of an electronic device, including but limited to, a computer phone, wireless telephone, or other wireless communication device, computer, games console or pager. Cyberbullying is characterized by deliberately threatening, harassing, intimidating, or ridiculing an individual or group of individuals; placing an individual in reasonable fear of harm; posting sensitive, private information about another person without his/her permission; breaking into another person's account and/or assuming another individual's identity in order to damage that person's reputation or friendships. A review of the literature shows that between 6 and 40% of all youths have experienced cyberbullying at least once in their lives. Several cyberbullying definitions have been offered in the literature, many of which are derived from definitions of traditional bullying. In our study we asked clear definition of cyberbullying. Few studies explicate the psychosocial determinants of cyberbullying, and coping mechanisms. The authors of the literature recommend developing resiliency, but without analyzing the resilience factor. The first aim of this study was to determine the prevalence of adolescents and adults engaged in cyberbullying. The second aim was to examine the coping mechanisms and comorbidity factors associated with the cyberbullied people. The sample was composed of 272 adolescents (from a high school) and adults (mean age=16.44 ± 1). The Olweus Bully/Victim Questionnaire was used to identify profiles of cyberbullying. Coping mechanisms were investigated using the Hurt Disposition Scale (HDS) and the Brief Resilience Scale (BRS). Comorbidities were assessed using the Hospital Anxiety and Depression Scale (HAD), Liebowitz's Social Anxiety Scale (LSAS), and the Bermond-Vorst Alexithymia Questionnaire (BVAQ). Almost one student in three was involved in cyberbullying (34.9% as cyber-victim, 16.9 as cyberbully); 4.8% of our sample was concerned by bullying as a victim. The victims of bullying were also victims of cyberbullying. The mean age of victims of cyberbullying was 17.84 ± 5.9 years, and the mean age of victims of bullying was 16.3 ± 4.5 years. Correlation coefficient was significant for HAD, LSAS, BVAQ scales with CQ. The retaliatory variable of HDS scale was not significant. Finally, the coping strategies of students who reported victimization were explored. These strategies include coping, telling someone, figuring out the situation, and avoidant coping. The results showed for the victims of cyberbullying, that they take longer to recover from a stressful event, compared to victims of bullying. Results have indicated the importance of further study of cyberbullying because its association with comorbidities was distinct from traditional forms of bullying. The biggest risk factor for the adolescents is the severity of the consequences. These are: the adoption of the avoidance coping strategy, the occurrence of offline bullying during the situation, the adoption of the self-control coping strategy, the variety of cyberbullying acts, the victim's level of self-blame, the victim's perception of the duration of the situation, and the frequency of cyberbullying victimization.

Cyberbullying Victimization and Adaptive Avoidance Behaviors at School

Using data from the 2009 National Crime Victimization Survey, School Crime Supplement (NCVS-SCS) the current study explores the relationships between traditional bullying victimization, cyberbullying victimization, and victim adaptive avoidance behaviors. Like traditional forms of bullying, the cyberbullying literature base is developing and growing into a targeted area of emphasis in 21st century victimology. We explore the effects of these online victimization experiences, net of the impacts of traditional bullying and fear of victimization at school. Based on logistic regression analysis the results indicate that cyberbullying victimization experiences are significantly related to avoidance behaviors at school.

The Changing Landscape of Peer Aggression: A Literature Review on Cyberbullying and Interventions

While traditional forms of bullying have been steadily decreasing over the course of the last two decades, cyberbullying has emerged as a major concern among parents, teachers, and other professionals working with young people. Because cyberbullying is a relatively new phenomenon, its research base is not as well developed as research on traditional bullying. In this literature review, the authors synthesize current knowledge on cyberbullying’s prevalence among youth; its relationship to offline bullying; which youth are most likely to be perpetrators and victims; the negative effects of cyberbullying on victims; and the landscape of intervention efforts currently employed in the United States. In the process, they highlight areas in need of future research.

Third Party Observers Witnessing Cyber Bullying on Social Media Sites

Cyber bullying is when individuals or groups use online communication devices to intentional and repeatedly engage in hostile behaviours online, intended to hurt and harm others (Smith, Mahdavi, Carvalho, & Tippett, 2006). Cyber bullying on social networking sites (e.g., Myspace, Facebook, Google Plus, Twitter, Weibo, Instant Messaging, Micro-blogging websites) goes beyond boundaries of time and space. This fact alone distinguish cyber bullying from more traditional forms of bullying. A high percentage of cyber bullying goes unreported by cyber victims or third party observers. Whilst findings indicate that one quarter of cyber bullying occurs in the presence of third party observers (Mishna, Cook, Gadalla, Daciuk, & Solomon, 2010), the number of third party observers is unlimited In an attempt to reduce cyber bullying and to increase help seeking behaviours of third party observers, this study reported undergraduate students’ perspectives of third party observers witnessing cyber bullying on social media sites. This study forms part of a larger study examining undergraduate students’ perspectives of cyber bullying on social media sites.

Cyber Bullying and Internalizing Difficulties: Above and Beyond the Impact of Traditional Forms of Bullying

Although recent research has demonstrated significant links between involvement in cyber bullying and various internalizing difficulties, there exists debate as to whether these links are independent of involvement in more traditional forms of bullying. The present study systematically examined the association between involvement in cyber bullying, as either a victim or a bully, and both depressive symptomatology and suicidal ideation. Self-report data were collected from 399 (57% female) Canadian adolescents in grades 8-10 (mean age = 14.2 years, SD = .91 years). Results indicated that involvement in cyber bullying, as either a victim or a bully, uniquely contributed to the prediction of both depressive symptomatology and suicidal ideation, over and above the contribution of involvement in traditional forms of bullying (physical, verbal, relational). Given the ever increasing rate of accessibility to technology in both schools and homes, these finding underscore the importance of addressing cyber bullying, with respect to both research and intervention, as a unique phenomenon with equally unique challenges for students, parents, school administrators and researchers alike.

Development of the Bullying and Health Experiences Scale

BackgroundUntil recently, researchers have studied forms of bullying separately. For 40 years, research has looked at the traditional forms of bullying, including physical (eg, hitting), verbal (eg, threats), and social (eg, exclusion). Attention focused on cyberbullying in the early 2000s. Although accumulating research suggests that bullying has multiple negative effects for children who are targeted, these effects excluded cyberbullying from the definition of bullying.ObjectiveThis paper responds to the need for a multidimensional measure of the impact of various forms of bullying. We used a comprehensive definition of bullying, which includes all of its forms, to identify children who had been targeted or who had participated in bullying. We then examined various ways in which they were impacted.MethodsWe used an online method to administer 37 impact items to 377 (277 female, 100 male) children and youth, to develop and test the Bullying and Health Experience Scale.ResultsA principal components analysis of the bullying impact items with varimax rotation resulted in 8 factors with eigenvalues greater than one, explaining 68.0% of the variance. These scales include risk, relationships, anger, physical injury, drug use, anxiety, self-esteem, and eating problems, which represent many of the cognitive, psychological, and behavioral consequences of bullying. The Cronbach alpha coefficients for the 8 scales range from .73 to .90, indicating good inter-item consistency. Comparisons between the groups showed that children involved in bullying had significantly higher negative outcomes on all scales than children not involved in bullying.ConclusionsThe high Cronbach alpha values indicate that the 8 impact scales provide reliable scores. In addition, comparisons between the groups indicate that the 8 scales provide accurate scores, with more negative outcomes reported by children involved in bullying compared to those who are not involved in bullying. This evidence of reliability and validity indicates that these scales are useful for research and clinical purposes to measure the multidimensional experiences of children who bully and are bullied.

Cyberbullying as an Act of Revenge?

AbstractDespite significant overlaps between victim status in traditional forms of bullying and cyberbullying, and qualitative results about self-reported reasons for cyberbullying, the role of revenge and retaliation as a motive to engage in acts of cyberbullying has not yet been examined systematically. As a first step, this study investigates whether and to what extent traditional victims, when they become cyberbullies, actually choose their former (traditional) perpetrators as targets of their own cyberbullying behavior. Furthermore, the impact of individual differences in relevant traits, such as vengefulness and justice sensitivity, on the choice of cybervictims is examined. Data from 473 students were collected via an online survey. Of these, 149 were identified as traditional victims/cyberbullies. Results show that traditionally bullied students indeed tend to choose their former perpetrators as cybervictims, and that individual differences play a role in the choice of their victims. Implications for further research, as well as for interventions and prevention programmes, are discussed.

Cyber and Traditional Bullying: Differential Association With Depression

The study compared levels of depression among bullies, victims, and bully-victims of traditional (physical, verbal, and relational) and cyber bullying that is a relatively new form of bullying. The study also examined the association between depression and frequency of involvement in each form of bullying. A U.S. nationally representative sample of students in grades 6-10 (N = 7,313) completed the bullying and depression items in the Health Behavior in School-Aged Children 2005 Survey. Depression was associated with each of the four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a result not observed in other forms of bullying. For physical, verbal, and relational bullies, the frequently-involved group of victims and bully victims reported a significantly higher level of depression than the corresponding occasionally involved group. For cyber bullying, differences were found only between the occasional and frequent victims. Results indicated the importance of further study of cyber bullying because its association with depression was distinct from traditional forms of bullying.