Barlett, C. P., & Fennel, M. (2018).

Examining the relation between parental ignorance and

youths’ cyberbullying perpetration. Psychology of Popular Media Culture, 7(4), 547–

560. https://doi-org.login.library.coastal.edu:8443/10.1037/ppm0000139

This article shows the relationship between the parental perceptions of their children’s

activities and their children’s actual internet involvement. Three studies were conducted

to show children internet time and what takes place during this time, and parental

ignorance. The studies were used to determine cyberbullying perpetration and

cyberbullying behaviors.

Barlett, C. P., Heath, J. B., Madison, C. S., DeWitt, C. C., & Kirkpatrick, S. M. (2019). You’re

not anonymous online: The development and validation of a new cyberbullying

intervention curriculum. Psychology of Popular Media Culture. https://doi-

org.login.library.coastal.edu:8443/10.1037/ppm0000226

This article presents a study on a theory-based video intervention program designed to

challenge college students’ anonymity perceptions to reduce cyberbullying. Their

cyberbullying behavior was then monitored and examined before the intervention,

immediately after it, and again two months later. The results proved to be successful, and

there was a significant reduction in anonymity perceptions and toxic online disinhibition.

Dennehy, R., Cronin, M., & Arensman, E. (2019). Involving young people in cyberbullying

research: The implementation and evaluation of a rights‐based approach. Health

Expectations, 22(1), 54–64. https://doi-

org.login.library.coastal.edu:8443/10.1111/hex.12830
 This paper describes the collaboration with young people in a qualitative exploration of

cyberbullying. The establishment, implementation and evaluation, and identifying the

impact on young people were all established.

KHATIB, M. (2018). Digital Game, Cyberbullying and Risk for Teenagers. Social Research

Reports, 10(3), 19–27. Retrieved from

http://login.library.coastal.edu:2048/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=sih&AN=133549760&site=eds-live

This article looks into the relationship between digital games and cyberbullying.

Knowing that video games are such a big part of teenager’s everyday lives, this article

links this relationship to that of violence and cyberbullying.

Patterson, V. C., Closson, L. M., & Patry, M. W. (2019). Legislation awareness, cyberbullying

behaviours, and cyber-roles in emerging adults. Canadian Journal of Behavioural

Science / Revue Canadienne Des Sciences Du Comportement, 51(1), 12–26. https://doi-

org.login.library.coastal.edu:8443/10.1037/cbs0000111

This study is centered around emerging adults, and their potential increasing risk to

cyberbullying exposure. The differences between cyber-roles opinions and awareness

were examined. All participants were asked to rate their agreement with aspects of the

now-defunct Cyber-Safety Act.

PAUNOVIĆ, N. (2018). Cyberbullying of Children: Challenges of Victim

Support. Temida, 21(2), 249–268. https://doi-

org.login.library.coastal.edu:8443/10.2298/TEM1802249P

Cyberbullying of children is increasingly attracting the attention of scholars. The focus is

on the challenges of providing victim support. The main goal of this article is to raise
 awareness about the need to adopt a comprehensive legally binding document devoted to

cyberbullying of children.

Rogers, V. (2010). Cyberbullying : activities to help children and teens to stay safe in a texting,

twittering, social networking world. London ; Philadelphia : Jessica Kingsley Publishers,

2010. Retrieved from

http://login.library.coastal.edu:2048/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=cat01539a&AN=ccuc.b1373286&site=eds-live

The book gives children and teenagers advice, games and activities for groups to get a

better understanding what cyberbullying is, how they should behave online, and ways to

keep them safe on the internet. These activities are designed to allow young people to

think about their behavior online, and to give them skills and knowledge to stay safe in

the digital world. This book is focused mainly on children and teens ages 11 and older

but has little value for teachers or parents.

Schultze-Krumbholz, A., Hess, M., Pfetsch, J., & Scheithauer, H. (2018). Who is involved in

cyberbullying? Latent class analysis of cyberbullying roles and their associations with

aggression, self-esteem, and empathy. Cyberpsychology, 12(4), 1–21. https://doi-

org.login.library.coastal.edu:8443/10.5817/CP2018-4-2

This analysis explored the roles in cyberbullying. A Latent Class Analysis to measure

own involvement in cyberbullying, reactions to cyberbullying of classmates, and

behavioral willingness as assistant and as defender.

Van Hee, C., Jacobs, G., Emmery, C., Desmet, B., Lefever, E., Verhoeven, B., … Hoste, V.

(2018). Automatic detection of cyberbullying in social media text. PLoS ONE, 13(10), 1–

22. https://doi-org.login.library.coastal.edu:8443/10.1371/journal.pone.0203794
 The focus of this article is on automatic cyberbullying detection in social media text by

modelling posts written by bullies, victims, and bystanders of online bullying. Social

media offers great communication opportunities and increases the vulnerability of young

people to threatening situations online.

Weber, N. L., & Pelfrey, W. V. (2014). Cyberbullying : causes, consequences, and coping

strategies. El Paso, Texas : LFB Scholarly Publishing LLC, 2014. Retrieved from

http://login.library.coastal.edu:2048/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=cat01539a&AN=ccuc.b1937812&site=eds-live

Data from middle and high school students was collected by Weber and Pelfrey regarding

the use of social technologies in cyberbullying perpetration and victimization. They also

further explore the connections between the online and face-to-face environments that

may lead to risk taking behaviors and school safety issues. This book also provides

protocol, policies, and approaches to recognizing and dealing with cyberbullying.