Sharing Knowledge on Defining and Measuring Cyberbullying

COST Action IS0801
CoSt aCtion iS0801 workShop
August 22–23, 2009

Mykolas Romeris University, Vilnius, Lithuania
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
COST Action IS0801 Workshop

August 22- 23, 2009
Mykolas Romeris University, Vilnius, Lithuania
COST ACTION IS0801: Cyberbullying: Coping with negative and

enhancing positive uses of new technologies,
in relationships in educational settings
Publisher
Mykolas Romeris University Publishing Center, 2009
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
20 Putting Cyber Bullying into Perspective. A Plea for a Longitudinal

and Social Network Analysis Approach to Cyber Bullying
21 Psychometric Properties of Traditonal Bullying and Cyberbullying

Scales in Turkish Adolescents
23 Prevalence and surveys
23 Cyberbullying in Middle and High Schools: Prevalence,
Gender and Age Differences
23 Electronic Harassment: Preliminary Data in Calabria
24 Cyberbullying among Primary School Pupils
25 Cyber Bullying among School Aged Children in Luxembourg
Contents
26 Cyber-bullying: The Irish Experience

26 The Nature and Impact of Cyber Bullying in Swedish Schools
27 Cyberbullying at the Tertiary Education
28 The Prevalence of Cyberbullying and Traditional Bullying
in Turkish Urban Adolescents
29 Risk Factors and Correlates of Cyberbullying. Similarities and

Differences with Traditional Bullying
30 Being Involved in Cyberbullying: Relationships with Age, Gender,
and other Forms of Bullying and Victimization
31 Risk factors and correlates of cyberbullying

31 Assessing Perceived Emotional Intelligence in Relation to
Cyberbullying. A study of Spanish Adolescents
32 Dating Violence, Sexual Harassment and Cyberbullying among
Spanish Adolescents: Some Preliminary Results
33 Are Moral Disengagement and Empathy Related to Cyberbullying
Practices?
34 Moral Disengagement, Normative Beliefs of Peer Group and
Attitudes Regarding Roles in Bullying
35 Victims and Bullies in Cyber Space: Does Gender Identity
Play a Role?
36 Cyberbullying on the Sea of Electronic Aggression – Definitional
Issues Stemming from Research on a Sample of Polish Adolescents
37 Traditional Bullying and Cyberbullying: Identification of Risk
Groups for Adjustment Problems
37 How does Cyberbullying Relate to Empathy and Social
Functioning? An Investigation on a Sample of Italian Adolescents
38 Victimization via Internet: What Do We Know About the Victims?
39 Parenting Dimensions and Parents Practices to Prevent
Cyberbullying
41 Interventions and prevention strategies
41 Assessing the Effects of a School Peer Education Approach on
Cyberbullying
5 Contents
42 Does Banning Cell Phones in Schools Reduce Cyberbullying?

43 An evaluation of an Italian “Peer to Peer” Service to Prevent
Cyberbullying, Targeted to Students, Teachers, and Parents
44 Lost in Cyberspace: Exploring the Incidence and Impact of, and
Legal Solutions to, Cyberbullying in an Australian Context
45 Challenges in Detecting Cyberbullying in the Out-patient Mental
Health Care of Adolescents in Finland
46 Exploring Cyberbullying in Secondary Education through Use of
Quality Circles
47 Cross-disciplinary and Cross-society Aspects of Defining Cyberbullying
47 Children and Cyberbullying: Interventions Depending on Parents’
and Teachers’ Mediation?
49 Internet and Adolescent with Depression: Developing Intervention

and Preventions Strategies for Out-Patient Mental Health Services
51 APPENDIX
Contents
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.
Cyberbullying refers to bullying and harassment of others by means of

new electronic technologies, primarily mobile phones and the internet. There
has been much research and action on traditional forms of bullying in schools,
with some success, but cyberbullying has arisen and increased in the last five
years. Researchers, pupils, parents, teachers, unions, and local, regional and
national authorities, are all in various ways grappling with the issues involved
in cyberbullying, in consultation with mobile phone companies and internet
service providers. There are also positive uses of new technologies for
relationships in schools; for example, using a school intranet for peer support
services.
COST IS0801 has the aim of sharing expertise on cyberbullying in

educational settings, and coping with negative and enhancing positive uses of
new technologies. The more detailed objectives are:
• Sharing of developing expertise in knowledge base and measurement
techniques across researchers
• Sharing of input from outside the research community; specifically,
from legal experts; and from mobile phone companies and internet
service providers
• Sharing of already nationally published guidelines, and recommended
coping strategies, in different countries, including positive uses of new
technologies in the relationships area; moving towards a common set
of guidelines applicable for the European Community.
• Increased awareness of the issue, and of the outcomes of the Action,
to likely beneficiaries of the Action.
7 Cost IS0801
To date (July 2009) the Action has 23 participating COST countries:

Austria, Belgium, Bulgaria, Denmark, Finland, Germany, Greece, Iceland,
Ireland, Israel, Italy, Latvia, Lithuania, Luxembourg, Netherlands, Norway,
Poland, Portugal, Spain, Sweden, Switzerland, Turkey, and United Kingdom;
plus non-COST participation from Australia, and Ukraine. There are six
Working Groups taking forward the aims of the action.
The Action Website is at

http://www.gold.ac.uk/is0801/
or
http://www.cost.esf.org/index.php?id=233&action_number=IS0801
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
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.
Specifically the purposes of the workshop are:

1) to bring together Cost network members, scientists and other
professionals in educational settings dealing with cyber-bullying.
2) to provide a collaborative atmosphere for scientific discussion and
presentation of recent studies on definitional issues, measurement,
prevalence and surveys, linguistic and cross-cultural aspects.
Main lectures, invited keynotes and poster presentations on the most
relevant and updated research studies will be presented.
9 Workshop Description
Organization
Conference Host – Mykolas Romeris University,
Department of Psychology
http://www.mruni.eu
Scientific and Organizing Committee

Ersilia Menesini
Ann Frisén
Katerina Katzer
Katya Mihaylova
Rosario Ortega
Jacek Pyzalski
Anja Schultze-Krumbholz
Rita Žukauskienė
Local Organizing Committee

Rita Žukauskienė (Chair)
Rasa Erentaitė
Saule Raizienė
Rasa Pilkauskaite Valickienė
Laura Ustinavičiūtė
Workshop Description
Workshop Programme
COST ACTION IS0801:

Cyberbullying: Coping with negative and enhancing positive uses of new
technologies, in relationships in educational settings
AUGUST 22 nd
13.30 – 14.30 Lunch

14.30 – 14.40 Ersilia Menesini - Opening and welcome
Invited speakers | 1st part – Chair: Ersilia Menesini
14.40 – 15.20 Peter K. Smith “Studies of cyberbullying in

Europe - progress and challenges”
15.20 – 16.10 Michele Ybarra “Issues of language and frequency in
measuring cyberbullying: data from the Growing up
with Media survey”
16.10 – 16.40 Discussion
16.40 – 17.00 Coffee break & Poster exhibition
Invited speakers | 2nd part – Chair: Ann Frisen
17.00 – 17.40 Phillip Slee and Barbara Spears “Defining

cyberbullying: Insights and Issues from an
Australian qualitative study”
17.40 – 18.20 Donna Cross “National prevalence study of
cyber bullying in Australia: Measurement and
findings”
18.20 – 18.50 Discussion
18.50 Conclusion
11 Workshop Programme
AUGUST 23 rd
09.00 – 09.45 Poster Exhibition

09.45 – 11.00 Poster workshop discussion
Poster workshop discussion will be coordinated and
reported in the plenary session by the coordinators
11.00 – 11.30 Coffee break
11.30 – 13.00 Plenary session and group discussion reports –
Chair: Catarina Katzer
13.00 Georges Steffgen “Conclusions and future
developments”
13.30 – 14.30 Lunch
Workshop Programme
Invited Talks
13 Invited Talks
Invited Talks
Studies of Cyberbullying in Europe - Progress and Challenges
Peter K. Smith
Goldsmiths, University of London, U.K.
After some three decades of research on school bullying in Europe,

cyberbullying has emerged as an important topic in the early 2000s. The research
area has expanded rapidly, as indicated by several books on the topic, special
academic journal issues, specific national guidelines and advice, and in Europe,
the COST Action IS0801 on the topic. To a considerable extent this research
effort has been advanced by researchers who have already worked in traditional
bullying, but in addition there are new researchers in the area, plus a somewhat
wider disciplinary background than usually found in traditional bullying. This
greater breadth may be due to the technological nature of cyberbullying, and new
legal issues that it poses.
In this presentation I will review some of the main research activities on
cyberbullying in Europe to date. I will also present some data on traditional and
cyberbullying, and the roles of bystanders, from a sample of over 2,000 English
pupils aged 11-16 years; this was obtained from a recent cross-national project
funded by the DAPHNE program. Progress made to date will be summarised,
and some future challenges presented.
Issues of Language and Frequency in Measuring Cyberbullying:

Data from the Growing up with Media Survey
Michele Ybarra
Internet Solutions for Kids, Inc., USA
Measurement of cyberbullying varies widely across studies. For example, of

14 cyberbully-focused research studies examined, five used a definition (e.g., “we
say someone is bullied when…”), seven used a list of experiences (e.g., “using
the Internet to threaten or embarrass you by posting or sending messages”),

and two used a combination of definition and lists of experiences to measure
cyberbullying. Reported prevalence rates of victimization ranged from 6 to 72%
(with an average of 23%) across studies.
This talk is intended to foment discussion about the definition of cyberbullying.
After providing a review of previous studies, data from Growing up with Media
will be used as an instructive case study to demonstrate the effects language
and frequency variations have on observed prevalence rates. The Growing up
with Media study is a national, longitudinal study of 1588 youth between the
ages of 10-15 years conducted in the United States between 2006 and 2008.
Cyberbullying was measured using Olweus’ definition of bullying, as well as a list
of 8 experiences (e.g., “someone my age took me off their buddy list…”).
Prevalence rates varied between 4% to 50% depending on language and
frequency used to measure victimization. For example, the “experiences list”
measure suggested that 50% of respondents were victims of cyberbullying at
least once in 2008. Thirteen percent were victims monthly or more often. The
“definition” measure resulted in cyberbully victimization rates of 20% in the past
year, 4% monthly or more often. Implications and recommendations for future
research will be discussed.
Defining Cyberbullying: Insights and Issues from an

Australian Qualitative Study
Phillip Slee & Barbara Spears

Flinders University, Australia
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
and focus group methodologies served to triangulate these experiences and

understandings. We will use pod cast stories from our national Australian study to
highlight student perspectives <www.cyberbullyingstories.org.au>
Participants clearly articulated that cyber bullying involved using technology
to bully others, highlighting how power, repetition and intent to harm were seen,
heard and felt by them. The impact on them was particularly evident. Their
experiences indicated that, unlike conventional bullying where few are targeted,
many were exposed to cyber bullying practices simply because technology is so
important in their everyday socializing. Issues such as the covert and overt nature
of the behaviors will be discussed. In this paper we will discuss issues associated
with defining cyber bullying arising from our research as they relate to matters of
measurement.
National Prevalence Study of Cyber Bullying in Australia:

Measurement and Findings
Donna Cross
Edith Cowan University, Western Australia
The Australian Covert Bullying Prevalence Study (ACBPS) was commissioned

by the Australian Government to address the lack of current, reliable evidence
about the nature and prevalence of covert bullying (especially cyber bullying) in
the Australian cultural context, and to provide a foundation for informed action.
This nationally representative cross-sectional study provides information about
what constitutes cyber bullying from a school student’s perspective, the forms it
takes, by whom it is practiced, towards whom it is directed, how frequently it is
experienced, and the impact it has on those who are bullied.
As an important prelude to the development of the national quantitative
survey a qualitative study, involving 85 face-to-face interviews, was conducted
to ensure that fundamental issues, related to the nature of cyber bullying from a
students’ perspective, were understood. This phase helped to improve the validity
of quantitative data collected by: Identifying and understanding from children

and adolescents the most salient types of cyber bullying and the issues and
contexts that support this behaviour (i.e. to adequately describe the nature of
cyber bullying, and then quantify its prevalence); Ensuring that the quantitative
survey captures the age-specific forms of cyber bullying; and Using appropriate
and understandable language and contexts when measuring cyber bullying.
Quantitative cyber bullying prevalence data were subsequently collected from
7,419 students aged 9 to 14 years from 106 schools (55 primary and 51 secondary)
using items that measure the behaviours as described by respondents in the
qualitative phase of the study. The implications of this process for developing
a quantitative cyber bullying questionnaire will be discussed, as will the cyber
bullying prevalence findings from the ACBPS.
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
Measuring cyberbullying is complicated because there is a lack of reliable and

validated instruments and an ongoing debate about adequate methodological
approaches. Currently, there are two different approaches to measuring
cyberbullying. One approach is to assess cyberbullying via the medium through
which it is perpetrated (e.g. by asking about how often certain behaviors have
been experiences or conducted in the internet, by e-mail, via mobile phone) and
the other approach is to measure certain behavioral categories independent of
the medium used (e.g. by asking about behaviors like outing or trickery, the use
of someone else’s password, denigration). In this study, a questionnaire (The
Berlin Cyberbullying-Cybervictimisation Questionnaire BCCQ) with 58 items
using behavioral categories was developed based on the categories postulated by
Willard (2007) (among others harassment, denigration and impersonation). 217
students (51.6% males, 48.4% females; average aged 12.9 years) from nine 7th
and 8th grades took part in this paper-and-pencil type study which was conducted
during normal school lessons. Simultaneously, an adaptation of the Chat Bully
and Chat Victim scales by Katzer et al. (2009) was implemented for the purpose
of comparison. It is expected, that cyberbullying can be assessed more specifically
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.
Cyberbullying Measurement: a Comparison between Different

Strategies
Annalaura Nocentini,
Ersilia Menesini,
& Pamela Calussi
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.
Definitions, Concepts and Perceptions of Cyberbullying and

Cyber-Aggression
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.
Putting Cyber Bullying into Perspective. A Plea for a Longitudinal

and Social Network Analysis Approach to Cyber Bullying
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.
Psychometric Properties of Traditional Bullying and Cyberbullying

Scales in Turkish Adolescents
Zehra Uçanok,
Pınar Burnukara,
& Durdu Sertkaya
Hacettepe University, Turkey
The main purpose of the present study is to revise questionnaires specific

to cyberbullying and traditional bullying and to test psychometric properties
of these measurement instruments. A total of 923 secondary and high school
students, with an age range of 12 to 17 years from two cities (İskenderun and
Ankara) representing urban adolescents were enrolled. The Peer Victimization
Scale (Gültekin & Sayıl, 2005) and The Peer Bullying Scale (Pekel-Uludağlı &
Uçanok, 2005) including 27 items and five subscales (terror, overt victimization, teasing,
relational victimization and attacks on property) were used to determine different types
of bullying. For the present study, 4 items were added to represent social exclusion
type of bullying more fully. The Cyberbullying Inventory (CBI: Topçu, 2008) was
revised, some new items were written and some other items were reworded, and
utilized for the purpose of this study. The CBI consists of two parallel forms (25
items); one for cyber bullying and one for cyber victimization. Participants were
asked to rate their experience and themselves on a 4-point Likert type scale (0 =
never, 1 = once, 2 = twice or three times, 3 = more than three times) for both traditional
bullying and cyberbullying. Our preliminary analyses indicated that reliability and
validity values of scales were satisfactory.
Prevalence and Surveys

23 Prevelence and Surveys
Prevalence and Surveys

Cyberbullying in Middle and High Schools: Prevalence, Gender
and Age Differences
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.
Electronic Harassment: Preliminary Data in Calabria
Angela Costabile,
Maria Giuseppina Bartolo,
& Anna Lisa Palermiti
University of Calabria, Italy
This study consists in: investigating how common cyberbullying is; revealing
any gender differences between bullies or victims of on-line harassment; analyzing

any differences in the frequency of the two phenomena: traditional bullying (verbal
aggression, physical aggression , relational aggression) and cyberbullying (by web
sites, text messages, anonymous calls, photo/video clips, e-mails, chat-rooms, and
instant messaging). The sample consists of 340 students of two high schools in
Cosenza (Humanities Secondary School and Sciences Secondary School). The
study has been conducted through an anonymous questionnaire (Smith et al.,
2008), having three parts: the first one aims at understanding how much students
use the computer and the Internet (how often they surf the web, where they use
a computer); the second part defines both traditional bullying and cyberbullying
and asks students about their personal experiences, as bully and/or victim of the
two phenomena; the third one focuses on the harm perceived by the victims of
bullying and cyberbullying. The main results show, as in other studies (Smith et al.,
2008; Ybarra & Mitchell, 2004), that 14.4% of the sample takes part in bullying,
in verbal aggression, and 5.2% in cyberbullying, by internet.
Cyberbullying among Primary School Pupils
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.
Cyber Bullying among School Aged Children in Luxembourg
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.
Cyberbullying: the Irish Experience
Mona O’Moore
& Stephen Minton
Trinity College Dublin, Ireland
We report on a study of 2, 794 students aged 12 – 16 from Ireland. They

completed a specially-designed 38-item questionnaire, administered according
to standardised instructions by class teachers in normal school time. Across the
sample, around one in seven students reported having been cyber-bullied over
the past couple of months, and around one in eleven reported having taken
part in the cyber-bullying of others at school within the past couple of months.
Incidence rates of having been subjected to and having perpetrated sub-categories
of cyber-bullying (text message bullying, the sending of pictures and video clips
via mobile telephones, threatening calls, e-mails, Instant Messages, and abuse via
the Internet - social networking sites and chat rooms) were also obtained. In many
sub-categories of cyber-abuse the incidence rates were slightly higher amongst
girls than boys. A further finding was that the use of social networking Internet
sites was very frequent, with over three-quarters of the sample having used Bebo
and You Tube within the past couple of months. Few people who had been
cyber-bullied (about 6 per cent) reported it to adults at school; they were over
twice as likely to do nothing at all, five times more likely to send an angry message
back, and five times more likely to talk to a friend. The findings confirm that the
incidence of cyber-bullying amongst post-primary students in schools in Ireland
is significant, and that its seriousness as an issue should not be underestimated
The Nature and Impact of Cyber Bullying in Swedish Schools
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
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.
Cyberbullying at the Tertiary Education
Vasiliki Gountsidou
Aristotle University of Thessaloniki, Greece
The most recent type of bullying is cyberbullying, which is bullying and

harassment via e-mail, instant messaging, blogs, mobile phones, text messages
and websites. We started investigating the problem among freshmen students
of our university by giving them an anonymous detailed questionnaire (Smith
et al., 2008) to fill in. They were asked if they had been victims, perpetrators or
bystanders in the 7 different types of cyberbullying, and how often. The survey
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.
The Prevalence of Cyberbullying and Traditional Bullying in

Turkish Urban Adolescents
Zehra Uçanok,
Pınar Burnukara,
& Emine Durmuş
Hacettepe University, Turkey
It is known that peer victimization and bullying have negative impacts on

children’s’ and adolescents’ psychosocial adjustment, peer relations, and academic
achievement. Furthermore continuous exposure to victimization has more
damaging effects on these dimensions. Since around 2000, results with regard to
traditional forms of bullying in Turkey support the available data from different
cultures over the last 30 years, and it can be concluded that bullying/victimization
is a relatively common and frequent experience among Turkish school children.
The main purpose of the present study is to determine the prevalence and different
forms of cyberbullying among 12-17 years old adolescents and to investigate
cultural differences. In the framework of this general purpose, it focuses on
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.
Risk Factors and Correlates of Cyberbullying. Similarities and

Differences with Traditional Bullying
Magdalena Marczak
Nottingham University, UK
Cyberbullying has emerged as a new, electronic form of bullying and

harassment and there is debate about the similarities and differences between it
and traditional bullying. This poster focuses on some initial PhD literature review
research which assesses similarities and differences between both methods of
bullying in relation to age, gender and parental style. Unlike traditional bullying,
gender differences in victim status are present in cyberbullying. Females tend to
be more likely victims of cyberbullying, although some evidence suggests that
this depends on the form of cyber-bullying. Boys are more likely than girls to
be the cyber-bullies, and again there are differences across modes. The indirect
and technological nature of cyberbullying produces different age trends from
traditional bullying. In traditional bullying the age trend is similar for boys and
girls at 5-7 years to a peak at 11-13 years, and then declining at 16-18 years old.
By contrast, in cyberbullying, it appears that older students (15-17) are more
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.
Being Involved in Cyberbullying: Relationships with Age, Gender,

and other Forms of Bullying and Victimization
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
Risk Factors and Correlates of Cyberbullying

Assessing Perceived Emotional Intelligence in Relation to
Cyberbullying: a Study of Spanish Adolescents
Paz Elipe, Rosario Ortega,

Joaquin A Mora-Merchán,
& Rosario del Rey
University of Jaen, University of Cordoba, University of Seville, Spain
The knowledge and management of our emotions are important topics in

relation to bullying and other kinds of aggression. In the last few years, emotional
intelligence has been considered a very useful construct related to different
areas of people’s lives such as health, education and work. This study analyzes
the relationship between the role taken by students in cyberbullying -aggressor,
victim, bully/victim or not involved- and perceived emotional intelligence (PEI).
The relationship by gender and age was also examined. The sample consisted
of 4,145 Spanish adolescents (47.2% females) over four educational levels/
ages: 1st to 4th year of Compulsory Secondary Education (aged 12-16 years).
Assessment was carried out through a survey comprising self-report questions
about whether the adolescents had been victims of cyberbullying, via mobile
phone or via the Internet (Cuestionario sobre Convivencia, Conflictos y Violencia
Escolar [Secundaria], Ortega, del Rey, & Mora-Merchán, 2008), and the PEI
questionnaire, the Spanish version of The Trait Meta-Mood Scale (TMMS,
Fernández-Berrocal, Extremera, & Ramos, 2004). The results show differences
in various components of PEI – attention, clarity and repair - in relation to the
role taken in cyberbullying. The most significant differences were found between
not involved and the other roles, in both cyberbullying via mobile phone or
via the Internet. The relationship between the specific role taken and PEI was
different according to gender. However, in general, adolescents not involved in
cyberbullying perceive that they pay less attention to their emotions and have
greater capacity for emotional repair.

Dating Violence, Sexual Harassment and Cyberbullying among

Spanish Adolescents: Some Preliminary Results
Virginia Sànchez Jimènez,

Carmen M. Viejo Almanzor,
& Rosario Ortega Ruiz
University of Seville, University of Cordoba, Spain
International studies focused on aggression during adolescence have

been growing in recent years, increasing their aims of research. Cyberbullying
and Dating Violence, as two new forms of school bullying and violence, have
called the attention of many studies that consider the couple (with respect to
sexual behaviour) and new technologies, as new potential areas for the study of
adolescent violent behavior. A new concern has emerged around these areas, as
the peers and the couple are the main social contexts of development during
this period. The aim of this study was to analyze the relation between dating
aggression and sexual harassment behaviors with partner and peers, and their
correlation with the two main forms of cyberbullying: through mobile and
internet.243 adolescents (47% boys; 53% girls) aged 15-19 years (mean 16.4), with
present or recently finished romantic relationships, were interviewed in terms of
their involvement in dating aggression, sexual harassment and cyberbullying. We
found a high relation between aggressors and victims in the different types of
aggression measures, which pointed to an unique measure of involvement in each
one. Results showed differences among boys and girls: specifically, girls involved
in peer to peer sexual harassment and partner sexual harassment, showed high
scores in cyberbullying, both through mobile and internet. In contrast, just peer to
peer sexual harassment was correlated with cyberbullying through mobile phone
for boys. Results are discussed in terms of the differences between boys and girls
involved in dating violence and sexual harassment, attending to their involvement
in other cyberbullying, as a technological way of aggression.
Risk Factors and
33
Are Moral Disengagement and Empathy Related to

Cyberbullying Practices?
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
Cyberbullying is a new topic in international research and scarce empirical

evidence calls for more information about epidemiological data and wider
characterization of this new phenomenon. Despite considerable variations
in prevalence rates across countries and substantially lower involvement in
comparison to traditional bullying, the seriousness of its manifestations is a
worrying issue of youth development. This study aims to investigate the extent
of cyberbullying across gender and school grade school; to compare the use of
cyberbullying through cell phones and internet and relate practices to statuses
(bully, victim, bully-victim and non-involved); to analyze whether statuses are
related to differences in social-cognitive processes (i.e., moral disengagement
and empathy levels). A sample of about 1500 Portuguese adolescents from 7th,
8th, 9th, 10th, 11th, 12th years of school filled out measures of cyberbullying,
moral disengagement and empathy. Results showed that cyberbullying is carried
out through cell phones and the internet, with prevalence rates indicating minor
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.
Moral Disengagement, Normative Beliefs of Peer Group and

Attitudes Regarding Roles in Bullying
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
Victims and Bullies in Cyber Space: Does Gender Identity Play a Role?
Rasa Erentaite,
Laura Ustinavičiūtė,
& Rita Žukauskienė
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
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.
Cyberbullying on the Sea of Electronic Aggression – Definitional

Issues Stemming From Research on a Sample of Polish
Adolescents
Jacek Pyżalski
Pedagogical College, Lodz, Poland
Cyberbullying as a specific kind of peer aggression conducted via new

communications technologies is still a phenomenon that needs a clear definition.
Actually young people are involved in various aggression acts conducted
via Internet or mobile phones while only some of them could be labeled as
cyberbullying. I present a typology of different kinds of electronic aggression.
The proposed typology is based on the results of a study on the sample of
Polish adolescents (N=600). The tool used in the study was the Lodz Electronic
Aggression Questionnaire – a validated tool for measurement of involvement in
electronic aggression as a victim or a perpetrator as well as engagement in new
communication technologies. There were also specific questions that helped to
indicate involvement in cyberbullying as a specific kind of electronic aggression.
It turned out that as well as cyberbullying, young people were involved in many
others electronic aggression acts, such as aggression against the vulnerable (e.g.
alcoholics, etc), aggression against celebrities, aggression against groups of people
(e.g. fans of a particular music group). The involvement in different electronic
aggression acts was correlated to the particular kinds of engagement in new
communication technologies. In conclusion, cyberbullying should be defined on
the background of other electronic aggression types. Those other types should
be defined differently and should be also taken into account while exploring
cyberbullying and designing and implementing prevention strategies.
37 Risk Factors and
Traditional Bullying and Cyberbullying: Identification of Risk

Groups for Adjustment Problems
Petra Gradinger,
Dagmar Strohmeier,
& Christiane Spiel
University of Vienna, Austria
We investigated the co-occurrence of traditional bullying, cyberbullying,

traditional victimization and cybervictimization, and analysed whether students
belonging to particular groups of bullies (e.g., traditional, cyber or both), victims
(e.g., traditional, cyber or both) and bully-victims differed regarding adjustment.
761 adolescents (49% boys) aged 14-19 years (M = 15.6) were surveyed. More
students than expected by chance were totally uninvolved, more students
were traditional bully-victims and more students were combined bully-victims
(traditional and cyber). The highest risks for poor adjustment (high scores in
reactive and instrumental aggression, depressive and somatic symptoms) were
observed in students who were identified as combined bully-victims (traditional
and cyber). In addition gender differences were examined.
How does Cyberbullying Relate to Empathy and Social Functioning?

An Investigation on a Sample of Italian Adolescents
Roberta Renati,
Carlo Berrone,
& Maria Assunta Zanetti
University of Pavia, Italy
Little is known about psychosocial correlates of cyberbullying and

cybervictimization among Italian adolescents; in particular, the influence of
empathy – a construct that researchers have already indicated as a crucial predictor

of defending behaviour in face-to-face bullying (Gini et al., 2007) – on the
perpetration of violent acts through electronic means needs to be investigated: in
the cyberspace the opportunity for bullies to hide or conceal their identities and
the victims’ invisibility makes it more likely to perform aggression remorselessly
and to disengage from empathic concern (Zanetti, Renati, Berrone, 2009). In
our exploratory study we aimed at measuring the occurrence of cyberbullying
in the lives of about 250 Italian boys and girls attending the first two years of
high-school (age 14-16 years) by a questionnaire we created, and analyzing its
relationships to levels of empathy, assessed using the Italian version of the Basic
Empathy Scale (Albiero et al., 2009) and social functioning in its aspects of school
and family adjustment as assessed by the ACESS scales (Galluccio et al., 2002).
Our findings will be compared with international literature on the same topics.
Victimization Via Internet: What do we know about the Victims?
Saulė Raižienė,
Inga Laurynaitė,
Rita Žukauskiene,
& Rasa Pilkauskaitė Valickienė
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
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.
Parenting Dimensions and Parents Practices to Prevent Cyberbullying
Trijntje Vollink,
Catherine Bolman,
Francine Dehue,
Mieneke Pouwelse,
& Peter Verboon
Open University Netherlands, Netherlands
The literature reveals that cyberbullying can ultimately result in serious

physical, social and psychological health problems, like depressive symptoms
and stress. In a recent study we found that parents can influence their children’s
cyberbullying behaviour by the parenting dimensions of strictness, involvement
and psychological control. This study tested the effect of the distal (parenting
dimensions) and proximal (behaviour specific cognitions) factors on parents
intention to take preventive measures against cyberbullying at T1 and the specific
measures they took at T2. It was hypothesised that strictness and involvement
and psychological control would be positively related to parent’s intention to take
preventive measures (like for instance setting rules for internet use). Data were
collected from a panel survey consisting of parents (N = 563) of children aged
10 to 15 years. Structural Equation Modelling (AMOS 5) was used to examine the
hypothesised model. We found that the total model predicted parents’ intention
to take preventive measures very well; 47% of the variance in intention could be
explained by this model. However, the model is much less adequate in explaining
parenting practices at T2; only 8% could be explained by this model. It can be
concluded that especially involvement and strictness are strong predictors of
several behaviour specific cognitions of parents’ intention to take preventive
measures against cyberbullying.

41 Interventions and
Prevention Strategies
Interventions and Prevention Strategies

Assessing the Effects of a School Peer Education approach on
Cyberbullying
Ersilia Menesini,
Annalaura Nocentini,
& Pamela Calussi
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.
Does Banning Cell Phones in Schools Reduce Cyberbullying?
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
An Evaluation of an Italian “Peer To Peer” Service to Prevent

Cyberbullying, Targeted to Students, Teachers, and Parents
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.
Lost in Cyberspace: Exploring ihe Incidence and Impact of, and

Legal Solutions to, Cyberbullying in an Australian Context
Marilyn Campbell,
Barbara Spears,
Phillip Slee,
Des Butler,
& Sally Kift
Queensland University of Technology, Australia
Cyberbullying is an increasingly common issue facing policy makers across

schools, universities and workplaces. The consequences of this type of bullying
are far reaching due to a wider audience, the power of the written word and the
fact that this kind of harassment can occur at any time and anywhere. For policy
makers to be well informed, they need to understand the legal jurisdictions and
ramifications of cyberbullying. One of the responses which the community is calling
for to reduce cyberbullying, is legal action. However, one of the fundamentals
of Western law is that it is geographically based, and cyberbullying operates in
cyberspace where there are no boundaries. This paper describes a national project
which explores cyberbullying across schools, universities and workplaces, with a
view to informing policy and safe practices for school communities, universities
and workplaces.
Interventions and
45
Challenges in Detecting Cyberbullying in the Out-Patient Mental

Health Care of Adolescents in Finland
Marjo Kurki,
Minna Anttila,
Heli Hätönen,
Marita Koivunen,
& Maritta Välimäki
University of Turku, Finland
Nurses have excellent opportunities to improve adolescents’ safe Internet use

in the field of adolescent mental health care. However, we are not aware whether
nurses have recognized the risks adolescents face in daily Internet use. We aimed
to explore nurses’ awareness of the risks inherent in adolescents’ Internet use.The
study was carried out in 2008 with nurses (n = 12) working at the departments
of adolescent psychiatry in two university hospitals in Finland. The data were
collected by two focus group interviews at the outpatient clinics and analysed
using inductive content analysis. The nurses reported that in interacting with their
patients they had identified numerous risks related to adolescents’ Internet use.
Adolescents had told the nurses about their experiences of sexual harassment
and cyberbullying and offline meetings with people they had met in the Internet.
Furthermore, the nurses were aware that there is a group of vulnerable adolescents
who are at greater than usual risk in Internet use. These adolescents need support
to keep within the limits in online communication and to avoid victimization
through cyberbullying. In outpatient care nurses have excellent opportunities to
improve adolescents’ safe Internet use. However, they need training to recognize
the different features of cyberbullying. Moreover, training is needed to provide
adolescents with coping strategies. Nurses could then offer adolescents better
guidance in safe Internet use and identify the most vulnerable Internet users.
However, Finland still lacks national guidelines on how nurses could support
adolescents’ safe Internet use.
Exploring Cyberbullying in Secondary Education through use of

Quality Circles
Simone Paul
& Peter K. Smith
Goldsmiths, University of London, UK
The Quality Circle Approach allows explorative analysis of cyberbullying in

secondary education to identify issues for further consideration. In particular it
enables pupils – arguably the ‘experts’ on many aspects of cyberbullying – to
express their views in a thoughtful and constructive way. This approach requires
all participants to establish a small anti-bullying task force, and then with the
guidance of a facilitator, embark on a problem solving exercise over a period
of time. The process involves identifying key issues and prioritising concerns,
analysing problems and generating solutions, then formally presenting ideas for
consideration and implementation. A case study exemplar is presented, of a school
that is currently engaged in positive use of technology to promote prosociability,
through use of Connetix Learning Environment (database for reporting student
conduct and performance) and Vivo Miles (electronic reward scheme for pupil
behaviour modification). The Quality Circles comprise six groups of students
representing secondary educational years of seven, eight and nine. An average of
five volunteers for each group, from the existing school population, participated
in a weekly programme spanning one school term. Group discussions around the
topic of cyberbullying were recorded for the purpose of conducting qualitative
analysis of each transcript, through application of thematic coding. The primary
areas of interest to be reported are the differing perceptions of cyberbullying
between each representative group.
47 Interventions
Appendix and
Cross-Disciplinary and Cross-Society Aspects of Defining

Cyberbullying
Vera Boronenko
University of Daugavpils, Latvia
Defining the term cyberbullying, there is some cross-disciplinary

misunderstandings between some social sciences. Social psychology defines cyber
bullying as the use of electronic information and communication devices to bully
or otherwise harass an individual or group through personal attacks or other means,
and it may constitute a computer crime. The law specialists are not sure whether
the criminal law needs to create a new crime specifically targeting cyberbullying
(Brenne). If existing criminal law can address the harms inflicted by cyberbullying,
there is no need to create a new, cyberbullying crime. The methodology of social
deviation of sociological science suggests a good solution for the problem of
cyberbullying definition. Social deviation, including also harassment, victimization
and cyber-bullying in social networks, has to be studied as a social determined
phenomenon. This means that the perseption about the normal and deviative
accords with the social context and differs among the actual societies. From the
point of view of Goffman, all social actors are deviative in principle, because
nobody accords absolutely with the rules of social behavior. There is one very
important question: who and what in the actual society defines the deviation?
Some researches in Latvia (Kudrenicka, Muzis, 2008) show that school-children
often do not evaluate some theoretically violent forms of behaviour as aggression
because it is usual for them. “Deviation is not the kind of action, but rather is the
result of using of sanctions and rules by others” (Bekker, 1963).
Children and Cyberbullying: Interventions Depending on Parents’

and Teachers’ Mediation?
Panayiota Tsatsou
Swansea University, UK
Children are considered a vulnerable category of the population to internet

risks. Cyberbullying is one of the main problems that parents, practitioners,
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
Internet and Adolescent with Depression: Developing Intervention

and Preventions Strategies for Out-Patient Mental Health Services
M. Välimäki1, 2; M. Kurki1, M. Anttila1; H. Hätönen1;

M. Koivunen1; M. Marttunen3, R. Kaltiala-Heino4
1
Department of Nursing Science, University of Turku; 2Hospital District
of Southwest Finland; 3Helsinki-Uusimaa Hospital District; 4Pirkanmaa
Hospital District, Finland.
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.
Appendix
Appendix
Name, Surname Title Institution Co-authors Contact address
Studies of cyberbullying Goldsmiths,

Peter K. Smith in Europe - progress and University of 1. Peter K. Smith p.smith@gold.ac.uk
challenges London. U.K.
Issues of language and

frequency in measuring
Internet Solutions
Michele Ybarra cyberbullying: Data from 1. Michele Ybarra michele@isolutions4kids.org
for Kids, Inc. USA
the Growing up with Media
survey
Defining cyberbullying: Flinders

1. Phillip Slee Phillip.Slee@flinders.edu.au
Phillip Slee Insights and issues from an University,
2. Barbara Spears barbara.spears@unisa.edu.au
Australian qualitative study Australia
National prevalence
Edith Cowan
51
study of cyber bullying in

Donna Cross University, 1. Donna Cross d.cross@ecu.edu.au
Australia: Measurement and
Australia
findings
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)
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
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
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
Moral disengagement, Instituto Superior

1. Isabel Correia
normative beliefs of das Ciências aalmeida@iec.
Isabel Correia 2. Ana Almeida
peer group and attitudes do Trabalho e uminho.pt
3. Sylvie Marinho
regarding roles in bullying Empresa
Cyberbullying on the sea

of electronic aggression Institute of
– definitional issues Occupational Jacek.pyzalski@wsp.
Jacek Pyzalski 1. Jacek Pyżalski
stemming from research Medicine, Lodz, lodz.pl
on the sample of Polish Poland
adolescents
Traditional bullying and

1. Petra Gradinger
cyberbullying: Identification University of petra.gradinger@
Petra Gradinger 2. Dagmar Strohmeier
of risk groups for Vienna, Austria univie.ac.at
3. Christiane Spiel
adjustment problems
Victims and bullies in cyber Mykolas Romeris 1. Rasa Erentaitė

Rasa Erentaitė space: does gender identity University, 2. Laura Ustinavičiūtė rasae@mruni.eu
play a role? Lithuania 3. Rita Žukauskienė
How does cyberbullying

55
relate to empathy and 1. Roberta Renati

University of roberta.renati@
Roberta Renati social functioning? An 2. Carlo Berrone
Pavia, Italy unipv.it
investigation on a sample of 3. Maria Assunta Zanetti
Italian adolescents
1. Saulė Raižienė
Victimization via internet: Mykolas Romeris 2. Inga Laurynaitė
saule.raiziene@gmail.
Saulė Raižienė what do we know about the University, 3. Rita Žukauskiene
com
victims? Lithuania 4. Rasa Pilkauskaitė
Appendix
Valickienė
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
Lost in cyberspace: 1. Marilyn Campbell

Queensland
exploring the incidence 2. Barbara Spears
Marilyn University of ma.campbell@qut.edu.
and impact of, and legal 3. Phillip Slee
Campbell Technology, au
solutions to, cyberbullying 4. Des Butler
Australia
in an Australian context 5. Sally Kift
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
Cross-disciplinary and University of

57
Vera veraboronenko@inbox.
cross-society aspects of the Daugavpils, 1. Vera Boronenko
Boronenko lv
defining of cyberbullying Latvia
Children and cyberbullying:

Swansea
Panayiota interventions depending
University, 1. Panayiota Tsatsou p.tsatsou@swansea.ac.uk
Tsatsou on parents’ and teachers’
U.K.
mediation?
Appendix
COST Action IS0801

Sharing Knowledge on Defining and Measuring Cyberbullying

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COST Action IS0801

CoSt aCtion iS0801 workShop

August 22–23, 2009

COST Action IS0801 Workshop

COST ACTION IS0801: Cyberbullying: Coping with negative and

Mykolas Romeris University Publishing Center, 2009

20 Putting Cyber Bullying into Perspective. A Plea for a Longitudinal

21 Psychometric Properties of Traditonal Bullying and Cyberbullying

26 Cyber-bullying: The Irish Experience

29 Risk Factors and Correlates of Cyberbullying. Similarities and

31 Risk factors and correlates of cyberbullying

42 Does Banning Cell Phones in Schools Reduce Cyberbullying?

49 Internet and Adolescent with Depression: Developing Intervention

Cyberbullying refers to bullying and harassment of others by means of

COST IS0801 has the aim of sharing expertise on cyberbullying in

To date (July 2009) the Action has 23 participating COST countries:

The Action Website is at

Specifically the purposes of the workshop are:

Scientific and Organizing Committee

Local Organizing Committee

COST ACTION IS0801:

13.30 – 14.30 Lunch

Invited speakers | 1st part – Chair: Ersilia Menesini

14.40 – 15.20 Peter K. Smith “Studies of cyberbullying in

Invited speakers | 2nd part – Chair: Ann Frisen

17.00 – 17.40 Phillip Slee and Barbara Spears “Defining

09.00 – 09.45 Poster Exhibition

After some three decades of research on school bullying in Europe,

Issues of Language and Frequency in Measuring Cyberbullying:

Measurement of cyberbullying varies widely across studies. For example, of

the Internet to threaten or embarrass you by posting or sending messages”),

Defining Cyberbullying: Insights and Issues from an

Phillip Slee & Barbara Spears

and focus group methodologies served to triangulate these experiences and

National Prevalence Study of Cyber Bullying in Australia:

The Australian Covert Bullying Prevalence Study (ACBPS) was commissioned

of quantitative data collected by: Identifying and understanding from children

Measuring cyberbullying is complicated because there is a lack of reliable and

Cyberbullying Measurement: a Comparison between Different

Definitions, Concepts and Perceptions of Cyberbullying and

Putting Cyber Bullying into Perspective. A Plea for a Longitudinal

Psychometric Properties of Traditional Bullying and Cyberbullying

The main purpose of the present study is to revise questionnaires specific

Prevalence and Surveys

Prevalence and Surveys

Electronic Harassment: Preliminary Data in Calabria

any gender differences between bullies or victims of on-line harassment; analyzing

Cyberbullying among Primary School Pupils

Cyber Bullying among School Aged Children in Luxembourg

Cyberbullying: the Irish Experience

We report on a study of 2, 794 students aged 12 – 16 from Ireland. They

The Nature and Impact of Cyber Bullying in Swedish Schools

Cyberbullying at the Tertiary Education

The most recent type of bullying is cyberbullying, which is bullying and

The Prevalence of Cyberbullying and Traditional Bullying in

It is known that peer victimization and bullying have negative impacts on

Risk Factors and Correlates of Cyberbullying. Similarities and

Cyberbullying has emerged as a new, electronic form of bullying and

Being Involved in Cyberbullying: Relationships with Age, Gender,

Risk Factors and Correlates of Cyberbullying

Paz Elipe, Rosario Ortega,

The knowledge and management of our emotions are important topics in