A Systematic Research Synthesis on Cyberbullying Interventions in the United States

Lancaster, Morgan

doi:10.1089/cyber.2018.0307

Cited by 16 publications

(8 citation statements)

References 36 publications

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“…Perhaps the most important is how continued validated research can further our intervention efforts to increase the efficacy of such programs. Several reviews of the literature (Espelage and Hong, 2017 ; Lancaster, 2018 ; Tanrikulu, 2018 ) and meta-analytic findings (Gaffney et al, 2019 ) have shown that cyberbullying intervention programs are mostly successful. For instance, one study had German youth (aged 11–17 years) randomly assigned to a control group, a short-term intervention group, or a long-term intervention group.…”

Section: Cyberbullying Theory and Interventionsmentioning

confidence: 99%

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

et al. 2021

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The psychological variables and processes germane to cyberbullying need additional empirical attention—especially for adolescent samples. Myriad studies and meta-analytic reviews have confirmed the deleterious psychological and behavioral consequences of being cyber-victimized. We argue that one method to curtail such effects is to inform interventions aimed at reducing cyberbullying perpetration regarding the why and for whom cyberbullying is likely. This review expands on these issues and emphasizes the Barlett Gentile Cyberbullying Model (BGCM) as the only validated cyberbullying-specific theory to predict cyberbullying perpetration. Our principal thesis is that the wealth of research validating the BGCM has been with adult samples and applying the BGCM to adolescents presents both challenging and exciting research opportunities for future research and intervention development in youth.

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Section: Cyberbullying Theory and Interventionsmentioning

confidence: 99%

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

et al. 2021

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“…School psychologists can address cyberbullying in a myriad of ways as outlined by Diamanduros, Downs, and Jenkins (2008), including promoting awareness of cyberbullying, assessing the prevalence and severity of cyberbullying relevant to a school's culture, developing prevention programs, and implementing school‐wide interventions and policies. System‐level cyberbullying interventions in the schools, rather than interventions at the individual level, may be most effective (Lancaster, 2018). Therefore, in light of the findings from the current study, system‐level cyberbullying interventions addressing gender in general and gender socialization processes in particular, as well as obtaining parental involvement in prevention and intervention efforts, may reduce negative consequences for children.…”

Section: Implications For School Systems and School Psychologistsmentioning

confidence: 99%

“…System‐level school interventions may include psychologists training administrative and teaching staff about digital citizenship, communication skills, empathy, and coping strategies (Lancaster, 2018). Emphasizing how to regularly incorporate these lessons into curriculum may reduce cyberbullying and/or mitigate the negative experiences children experience from cyberbullying.…”

Section: Implications For School Systems and School Psychologistsmentioning

confidence: 99%

“…Through school‐wide trainings, school psychologists can help illuminate this process and discuss how to parent in more gender‐neutral ways. Finally, as most programs addressing cyberbullying only have been implemented either in school or online (Lancaster, 2018), school psychologists can provide parents with interventions or best practices that can be implemented at home. This collaboration between school and home could potentially address the problem from a more holistic stance and lead to more positive outcomes for children whose world is becoming increasingly digitized.…”

Section: Implications For School Systems and School Psychologistsmentioning

confidence: 99%

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Parental perceptions of gender differences in child technology use and cyberbullying

Bolenbaugh

Foley‐Nicpon

Young

et al. 2020

Psychology in the Schools

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Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10-17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.

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“…Other systematic reviews and meta-analyses have found that awareness among students and bystander intervention are crucial in the elimination of bullying (e.g., Gaffney et al, 2019a; Gaffney et al, 2019c; Garaigordobil & Martínez-Valderrey, 2018; Huang et al, 2019; Menesini & Salmivalli, 2017; Polanin et al, 2012). Three systematic reviews summarize the effectiveness of school interventions on cyberbullying (Della Cioppa, O’Neil, & Craig, 2015; Lancaster, 2018; Van Cleemput et al, 2014), reporting that most cyberbullying programs were limited to teacher training and curriculum in schools, did not use random assignment, and did not include a program manual or cost estimates. However, despite significant concern about cyberbullying, there seems to be a lack of quantitative meta-analysis of digital interventions.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis

Chen

Chan

Guo

et al. 2022

Trauma, Violence, & Abuse

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Bullying and cyberbullying bring adverse physical and psychological impacts on individuals and an economic burden for society. Scholars have developed anti-bullying intervention programs to combat these problems. This meta-analysis aims to examine and compare the effectiveness of digital health interventions (DHIs) in reducing bullying and cyberbullying. A comprehensive search was conducted using databases (PsycINFO, Social Service Abstracts, Sociological Abstracts, MEDLINE, ERIC, and EMBASE). Quasi-experimental and randomized controlled trials (RCTs) published before 31 January 2021 that reported the effects of DHIs in reducing bullying or cyberbullying were included. The 16 studies included in the synthesis reported overall random effect sizes (Cohen’s d) for bullying and cyberbullying reduction were 0.41 and 0.19, respectively. The results provide evidence on the effectiveness of DHIs, comparable to that of face-to-face interventions. The subgroup analysis revealed that the critical components of effective DHIs include training on bystander and bully–victim dual roles, coping skills, and interactive serious games. It highlights the promising effects of digital health approaches in bullying and cyberbullying interventions. Our review identifies avenues for future research on the development of more effective DHIs to reduce bullying and cyberbullying.

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A Systematic Research Synthesis on Cyberbullying Interventions in the United States

Cited by 16 publications

References 36 publications

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

Parental perceptions of gender differences in child technology use and cyberbullying

Effectiveness of Digital Health Interventions in Reducing Bullying and Cyberbullying: A Meta-Analysis

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