Due to the ongoing debate regarding the definitions and measurement of cyberbullying, the present article critically appraises the existing literature and offers direction regarding the question of how best to conceptualise peer-to-peer abuse in a cyber context. Variations across definitions are problematic as it has been argued that inconsistencies with regard to definitions result in researchers examining different phenomena, whilst the absence of an agreed conceptualisation of the behaviour(s) involved hinders the development of reliable and valid measures. Existing definitions of cyberbullying often incorporate the criteria of traditional bullying such as intent to harm, repetition, and imbalance of power. However, due to the unique nature of cyber-based communication, it can be difficult to identify such criteria in relation to cyber-based abuse. Thus, for these reasons cyberbullying may not be the most appropriate term. Rather than attempting to "shoe-horn" this abusive behaviour into the preconceived conceptual framework that provides an understanding of traditional bullying, it is timely to take an alternative approach. We argue that it is now time to turn our attention to the broader issue of cyber aggression, rather than persist with the narrow focus that is cyberbullying.

Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due to the lack of valid and reliable instruments for the assessment of coping strategies in the context of cyber victimization. The present study outlines the development of the Coping with Cyberbullying Questionnaire (CWCBQ) and tests of its reliability and

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Background: School management, in Ireland and also internationally, are currently faced with the problem of peer aggression among students both in a traditional school context and in a cyber context. Although Irish school principals are obliged to implement policy and procedures to counter bullying among students, there is a need for guidance that relates specifically to cyber-based peer aggression. Purpose: The present research was conducted in order to assess Irish post-primary school principals' methods of addressing both forms of peer aggression through school policy and procedures in the absence of cyber-specific guidelines. Sample: A sample of 45 post-primary school principals in Ireland responded to the research. Design and methods: A questionnaire study was undertaken in spring 2011 and a broad sampling frame was applied, with members of the National Association of Principals and Deputy Principals (N=584) invited to respond to the research online. Following a low response rate, 12% of the entire population of post-primary school principals (N=712) were invited to respond via a postal survey. Although both quantitative and qualitative data were collected, the present research approach is predominantly qualitative. Quantitative data were examined using descriptive statistics, whilst thematic analysis of qualitative data was conducted. Results: It emerged that all respondents implemented policy to counter traditional bullying and the majority (32 of 44 respondents) addressed cyberbullying within this policy. It was evident that a number of respondents were attempting to provide training for pupils, parents and teachers in relation to traditional bullying, cyberbullying and cyber safety. However, there was great disparity with regard to the training approaches. With respect to cyberbullying specifically, principals indicated a need for greater support from the Department of Education and Skills in relation to training, resources, guidance and information. Conclusions: It was evident that further guidance and support is required from the Department of Education and Skills to assist Irish post-primary school principals in countering cyberbullying. The current research also had implications for conducting research online with school personnel.

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