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ObjectiveCyberbullying involvement carries mental health risks for adolescents, although post-traumatic stress (PTS) symptoms have not received strong attention in the UK. This study aimed to assess the overlap between cyber and traditional (ie, face-to-face) bullying, and the relationship to PTS symptoms in UK adolescents.DesignA cross-sectional survey.SettingFour secondary schools in London,UK.Participants2218 secondary school students (11–19 years).Main outcome measuresThe Olweus Bully/Victim Questionnaire and the Children Revised Impact of Events Scale.ResultsThere was a significant overlap between traditional bullying and cyberbullying. However, cyberperpetrators were less frequently involved in concurrent traditional bullying. Of 2218 pupils, 46% reported a history of any kind of bullying (34% were involved in traditional bullying and 25% in cyberbullying), 17% as victims, 12% as perpetrators, and 4% as both victims and perpetrators. A significant proportion of those who were cybervictims (n=280; 35%), cyberbullies (n=178; 29.2%) or cyberbully-victims (n=77; 28.6%) presented clinically significant PTS symptoms. Cybervictims (both cyber-only and cyberbully-victims) suffered more intrusion (p=0.003; p<0.001) and avoidance (p=0.005; p<0.001) than cyberbullies. However, cyberbullies still suffered more PTS symptoms than the non-involved (intrusion: z=−3.67, p=0.001; avoidance: z=−3.57, p=0.002). Post-traumatic stress symptoms were significantly predicted (R2=13.6) by cyber and traditional victimisation.ConclusionsCyberbullying, as victim only or as a victim-perpetrator, seems to be associated with multiple types of PTS symptoms. Cyber and traditional victimisation significantly predicted intrusion and avoidance. Paediatricians, general practitioners and mental health professionals need to be aware of possible PTS symptoms in young people involved in cyberbullying. Screening and early cost-effective treatments could be implemented.

Background: Parenting styles have been previously associated with bullying, but some parenting practices have not received strong attention in the literature. We aimed to assess how parenting practices are associated with cyberbullying and traditional bullying involvement in adolescents. Method: A cross-sectional survey of 2,218 secondary-school students in London (UK) was conducted. The Olweus Bully/Victim Questionnaire and the Alabama Parenting Questionnaire (APQ-child form) were used. Results: Positive parenting significantly protected against cyberbullying involvement but not against traditional bullying. Inconsistent discipline was associated with being a cyberbully but not being a traditional one. Lower levels of monitoring were associated with being a cyberbully, a cyberbully-victim, a traditional bully, or a traditional bully-victim. Conclusions: Parenting practices seem to be more relevant in cyberbullying than traditional bullying. Effective parenting practices such as positive parenting deserve attention as a potentially modifiable factor to protect against cyberbullying involvement. Ineffective parenting practices such as inconsistent discipline are relevant in cyberaggression, whereas poor monitoring is associated with both cyberbullying and traditional bullying. Clinical and research implications are discussed. Key Practitioner Message• Affection and communication have a protective role in cyberbullying • Ineffective parenting practices such as poor supervision, have been related to child and adolescent behavioural problems• Lower scores in adolescent reported positive parenting are associated with involvement in cyberbullying, irrespective of the type of involvement, but not with traditional bullying• Ineffective parenting practices such as inconsistent discipline are significantly associated with being a cyberbully • Assessment of parenting practices may be useful when designing prevention and intervention antibullying plans as they can be clearly defined in terms of observable child-directed behaviours • Parenting interventions geared towards improving positive parenting, consistent discipline practices and monitoring are strongly recommended for preventing and treating cyberbullying. Future studies could evaluate the implementation of such interventions and their role in traditional bullying

Introduction:Previous studies in other countries have reported that cyberbullying was related to Information and Communication Technology (ICT) use. Helweg-Larsen, (2011) reported that knowledge about safe internet use did not decrease the prevalence of cyberbullying. Less is known about this relationship with family functioning.Objectives:To examine the rates of cyberbullying and their relationships with ICT use and family functioning in a sample of secondary students in the UKAims:To study 1) associations between cyberbullying and ICT use 2) associations between family functioning and parental controls with ICT-use and cyberbullying.Methods:A cross-sectional questionnaire of 2218 secondary students was completedMeasures:included demographic data, ICT use (levels and nature), Olweus bullying questionnaire adapted for cyberbullying, General Functioning subscale of the Family Assessment Device and parental controls (type and levels).Results:Response rate 80%, 45% males, mean (SD) age 14.97 (1.9) years. Cyberbullying seems to be related to the time spent online and to the general family functioning. Bullies or bully-victims spend significantly more time online than those who are not involved. The majority of students have been told how to be safe online; however only a few have parental controls on their computers. There is a significant positive correlation between worse family functioning and time spent online and with being involved in cyberbullying, even after controlling for the time spent online.Conclusions:Our results suggest that increasing family communication may contribute to reduce children involvement in cyberbullying