Victimization by traditional bullying and cyberbullying and the combination of these among adolescents in 13 European and Asian countries

There has been a lack of studies on bullying in non-western low-income and middle-income countries. This study reported the prevalence of traditional victimization, cybervictimization, and the combination of these, in 13 European and Asian countries, and explored how psychiatric symptoms were associated with victimization. The data for this cross-sectional, school-based study of 21,688 adolescents aged 13–15 were collected from 2011 to 2017. The main outcomes were traditional and cybervictimization obtained from student self-reports. The Strengths and Difficulties Questionnaire was used to assess psychiatric symptoms. Generalized estimating equation and logistic regression models were used to estimate odds ratios (ORs) and 95% confidence intervals (95% CIs). The mean prevalence of any victimization was 28.9%, of traditional victimization only, this was 17.7%, and for cybervictimization only this was 5.1%. Cybervictimization occurred both independently, and in combination with, traditional victimization. The mean prevalence of combined victimization was 6.1%. The mean proportion of those who were cyberbullied only among those who were either cyberbullied only or bullied both traditionally and in cyber was 45.1%. The rates of prevalence varied widely between countries. In the total sample, those who experienced combined victimization, reported the highest internalizing symptoms (girls, OR 1.25, 95% CI 1.22–1.29; boys, OR 1.29, 95% CI 1.25–1.33). The study findings suggest that anti-bullying interventions should include mental health components and target both traditional and cyberbullying. Due to the overlap between these, targeting bullying should primarily focus on how to reduce bullying behavior rather than just focusing on where bullying takes place.

Traditional and cyber victimization; Emotional problems and perceived teacher support

Background: The lives of children in school is rapidly changing and their off-line and on-line lives are becoming more and more interwoven, this is also making the field of bullying more complex. Although bullying is a field that has been studied for quite some time, new technology is creating new challenges. There is still a need to know more about the possible emotional problems traditional and cyber victimization has on the students experiencing it. Knowing how it affects them is however not enough as it is also important to know what the teacher could do to make the situation better for these students when the bullying has happened. On this background, the current thesis attempts to highlight the different emotional problems detected between students having experienced traditional and / or cyber victimization, and to explore these consequences in depth, in addition to shed some light on how the class teachers’ response is perceived when the bullying has happened. Aims: The primary aim of this thesis was to contribute to the knowledge and theory building regarding the emotional consequences of traditional and cyber victimization and the importance of the authoritative class teacher in the intervention of bullying cases. A sub aim was related to practical implications and covers helping teachers in their practical work better recognize different emotional symptoms in addition to making them aware of the importance of the authoritative class teacher and protective control when intervening in cases of bullying. Methods: Paper 1 builds on data from questionnaires from the nationwide school environment study conducted by Center for behavioral research in Norway in 2008. The data were collected using self - reported questionnaires, 3046 students participated in the study. For analysis SPSS software was initially used. Further latent variables in Structural Equation Modeling (Mplus) was used for investigating the relation between victimization and emotional problems. Paper 2 and 3 builds on qualitative data from 10 semi structured individual interviews performed both in Norway and Ireland. All the respondents had experienced traditional victimization and many of them also cyber victimization. The sample consisted of 10 cases that were reported closed to either the Norwegian centre for learning environment and behavioral research in education (NSLA), University of Stavanger or the National anti-bullying research and resource centre, Dublin City University. Results: The results in paper 1 showed a stronger association between cyber victimization and symptoms of anxiety than between traditional victimization and symptoms of anxiety. There were also a stronger association between traditional victimization and symptoms of depression than between cyber victimization and symptoms of depression. The results in paper 2 showed differences regarding descriptions of symptoms of post-traumatic stress for those respondents having experienced only traditional and those having experienced both traditional and cyber victimization. The respondents having experienced both traditional and cyber victimization where the only ones reporting trouble sleeping, experiences of fear outside school and behavioral avoidance also outside school. The findings in paper 3 showed that none of the class teachers were perceived as authoritative by the respondents, i.e. high on both warmth and control, during the time the respondents were bullied. Conclusion: Both the findings in paper 1 and 2 points in the direction of cyber victimization causing more symptoms of anxiety than traditional victimization. The reasons for these results are yet to be investigated in future studies, however as cyber victimization often includes the aspects of anonymity and publicity, these could be contributing to the victim reporting more anxiety when having experienced cyber victimization. To reduce the experienced anxiety it is suggested that the teacher in bullying intervention needs to demonstrate an authoritative teacher style, which is found in paper 3 to be absent. In addition to emphasize the importance of showing warmth and control, the theoretical concept of protective control is introduced.

Trends and sex disparities in school bullying victimization among U.S. youth, 2011–2019

Background The prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional victimization and cybervictimization with the latest large-scale time-series data in the United States. Methods We analyzed the data from the 2011–2019 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional victimization and cybervictimization among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Participants included 72,605 high school students. Results The overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19 to 19.04% for traditional victimization and 16.23 to 14.77% for cybervictimization, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students reported more traditional victimization and cybervictimization than male peers within each survey cycle. Conclusions No declined trends in traditional victimization and cybervictimization were observed during 2011–2019. Female students are more likely to experience school bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed to explore the underlying reasons behind these unchanging trends.

PREVALENCE OF CYBERBULLYING AND TRADITIONAL BULLYING AND THEIR RELATIONSHIP TO SELF‐ESTEEM AMONG HEARING-IMPAIRED ADOLESCENTS

Purpose: bullying among students with disabilities, especially hearing impairment adolescents is a neglected problem in most Arab countries, including Saudi Arabia. Objective: This study aimed to investigate the prevalence of cyberbullying and traditional bullying and their relationship to self‐esteem in adolescent students in southern Saudi Arabia. Methods: Three questionnaires (cyberbullying, traditional bullying, and self‐esteem) were used to assess the studied parameters. They were distributed to 81 students with hearing impairment (10th and 12th grade), (M = 18.64, SD = 1.06). Main Findings: Findings indicated that 56.4% were exposed to traditional victimization, 52.9% bullied others at school, 44.6% were not exposed to victimization, while 47.1% had not participated. Concerning cyberbullying, 90.5% were not exposed to cyber-victimization, and 94.2% had not participated in cyber-bullying. Males were more exposed to traditional and cyber-victimization than females; besides, they were significantly higher in self-esteem than females. We found a statistically significant correlation between traditional victimization and traditional bully. We also found a statistically significant correlation between self-esteem and both traditional victimization and bully, while no significant correlation between self-esteem and cyber-bully/victims. Novelty/Originality of this study: Additional studies are needed to compare the traditional bullying and cyberbullying, and its relationship to psychological variables among Saudi children with disability and typically developing peers. Moreover, there is an urgent need for evolving prevention and intervention programs to overcome bullying and its negative effects among individual and society.

Trends and sex disparities in school bullying victimization among U.S. youth, 2011–2019

BackgroundThe prevalence of being bullied traditionally among U.S. high school students is expected to reduce to 17.9%, according to Healthy People 2020 Initiatives. We examined trends in traditional victimization and cybervictimization with the latest large-scale time-series data in the United States.MethodsWe analyzed the data from the 2011-2019 national Youth Risk Behavior Survey (YRBS) to access the trends in traditional victimization and cybervictimization among U.S. high school students. We identified the temporal trends using multivariate logistic regression analyses, accounting for survey design features of YRBS. Participants included 72,605 high school students.ResultsThe overall prevalence of victimization was 19.74% for traditional bullying and 15.38% for cyberbullying, suggesting that cyberbullying is not a low frequent phenomenon. The prevalence of victimization ranged from 20.19% to 19.04% for traditional victimization and 16.23% to 14.77% for cybervictimization, and the declined trends for the two kinds of bullying victimization were both statistically non-significant. The degree of overlap between the two kinds of bullying victimization was about 60%. Besides, female students reported more traditional victimization and cybervictimization than male peers within each survey cycle.ConclusionsNo declined trends in traditional victimization and cybervictimization were observed during 2011-2019. Female students are more likely to experience school bullying. To achieve the Healthy People 2020 goal on bullying, more work is needed to explore the underlying reasons behind these unchanging trends.

Associations of Traditional and Peer Cyber-Victimization With Adolescents’ Internet Use: A Latent Profile Analysis

Significant overlap exists between traditional victimization and peer cyber-victimization. Yet, they can also be somewhat differentiated. Adopting person-centered approaches, studies showed that multiple classes of peer victimization are distinguishable. In particular, this study analyzed the differences in Internet use, Internet motives and behavior and ethical media use of adolescents who are victimized only (or mainly) online (i.e., “cyber-victims”), their peers who are victimized at school (“traditional victims”), students who are frequently victimized both offline and online (“dual victims”), and students who are not victimized. A sample of 1377 Italian adolescents (49.5% females, age M = 16.13, SD = 1.27) completed self-report questionnaires of traditional and peer cyber-victimization and a variety of Internet-related measures. Latent profile analysis yielded four distinct groups: non-victims (79.6% of the sample), traditional victims (9.2%), cyber-victims (9.1%), and dual victims (2.1%). Among the four groups, dual victims, that is, adolescents who are frequently victimized both at school and online, showed the most problematic use of information and communication technologies (ICT). Dual victims and cyber-victims also reported to engage more frequently than the other groups in a variety of Internet activities (e.g., role-playing games and visiting adult sites). Traditional victims reported more coping and conformity motives for using Internet compared to non-victims and, in the latter case, also to cyber-victims. The current findings may help to better understand the link between traditional victimization and peer cyber-victimization with adolescent’s use of information and communication technologies and may inform prevention and educational programs about positive use of new technologies among adolescents.

Joint Trajectories of Peer Cyber and Traditional Victimization in Adolescence: A Look at Risk Factors

This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decreasing and a moderate/chronic for traditional victimization. Conditional probabilities suggested that cybervictims had a high probability of being victims on school grounds, whereas traditional victims were not necessarily the target of cybervictimization. Four joint trajectory groups were also identified. With the low victimization group as the reference category, the results revealed that different sets of predictors were associated with membership in the three other joint trajectory groups. The results are discussed in relation to intervention and prevention strategies.

Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and /or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

The Differential Victimization Associated With Depression and Anxiety in Cross-Cultural Perspective: A Meta-Analysis

Traditional bullying and cyberbullying have become serious worldwide issues. The meta-analysis in this article took a cross-cultural perspective to explore whether there were any differences between the effects of cyber victimization and traditional victimization on the presence of depression and anxiety in children and adolescents and to examine the effects of moderators in explaining these differences/similarities. Fifty-six empirical studies (generating 148 independent samples) were included with a total sample size of 214,819 participants. The results indicated that the effects of cyber victimization and the subtypes of traditional victimization on anxiety were significantly different, and there was a marginally significant difference for depression. The moderating effects of country of origin were found to be significant for depression, with the mean effect size in North America being significantly higher than in China and Europe, which suggested that culture was an important factor. The moderating effects of age were also found to be significant for the relationships between traditional victimization and depression, traditional victimization and anxiety, cyber victimization and depression, and cyber victimization and anxiety. In addition, the effect size for cyber victimization and depression has increased in more recent publication years.