Bullying in a Networked Era: A Literature Review

Levy, Nathaniel; Cortesi, Sandra; Gasser, Urs; Crowley, Edward; Beaton, Meredith; Casey, June; Nolan, Caroline

doi:10.2139/ssrn.2146877

Cited by 37 publications

(45 citation statements)

References 115 publications

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“…There is general consensus that, like face-to-face aggression, online aggression can result in negative consequences for victims and perpetrators, although variation in definitions and measures results in a wide range for prevalence estimates of online aggressive behavior (Levy, Cortesi, Crowley, Beaton, Casey, & Nolan, 2012;Ybarra, Boyd, Korchmaros, & Oppenheim, 2012). For instance, there is considerable discourse regarding the use and operationalziation of terms such as online aggression, internet harassment, online bullying, electronic bullying and cyberbullying (Langos, 2012;Menesini et al, 2012;Pyzalski, 2012;Ybarra, Boyd et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Modecki

Barber

Vernon

2012

J Youth Adolescence

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Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines three-year latent within-person trajectories of known correlates of cyber-aggression, problem behavior, (low) self-esteem, and depressed mood, in a large and diverse sample of youth (N = 1364; 54.6% female; 12-14 years old at T1 ). Findings demonstrate that developmental increases in problem behavior across grades 8-10 predict both cyber-perpetration and victimization in grade 11. Developmental decreases in self-esteem also predicted both grade 11 perpetration and victimization. Finally, early depressed mood predicted both perpetration and victimization later on, regardless of developmental change in depressed mood in the interim. Our results reveal a clear link between risky developmental trajectories across the early high school years and later cyber-aggression and imply that mitigating trajectories of risk early on may lead to decreases in cyber-aggression at a later date.

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Section: Introductionmentioning

confidence: 99%

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Modecki

Barber

Vernon

2012

J Youth Adolescence

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“…Recent studies indicate that approximately 20-35% of adolescents report involvement in traditional, offline bullying either as a bully, a victim or both [1]. Bullying can be defined as an aggressive act that is carried out by a group or an individual repeatedly and over time against a victim who cannot easily defend himself or herself [2].…”

Section: Introductionmentioning

confidence: 99%

- Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the Trails Study

2015

Adolescent Mental Health

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Purpose: To examine whether traditional and cyber bullying victimization were associated with adolescent's mental health problems and suicidal ideation at two-year follow-up. Gender differences were explored to determine whether bullying affects boys and girls differently. Methods:A two-year longitudinal study was conducted among first-year secondary school students (N = 3181). Traditional and cyber bullying victimization were assessed at baseline, whereas mental health status and suicidal ideation were assessed at baseline and follow-up by means of self-report questionnaires. Logistic regression analyses were conducted to assess associations between these variables while controlling for baseline problems. Additionally, we tested whether gender differences in mental health and suicidal ideation were present for the two types of bullying.Results: There was a significant interaction between gender and traditional bullying victimization and between gender and cyber bullying victimization on mental health problems. Among boys, traditional and cyber bullying victimization were not related to mental health problems after controlling for baseline mental health. Among girls, both traditional and cyber bullying victimization were associated with mental health problems after controlling for baseline mental health. No significant interaction between gender and traditional or cyber bullying victimization on suicidal ideation was found. Traditional bullying victimization was associated with suicidal ideation, whereas cyber bullying victimization was not associated with suicidal ideation after controlling for baseline suicidal ideation.Conclusions: Traditional bullying victimization is associated with an increased risk of suicidal ideation, whereas traditional, as well as cyber bullying victimization is associated with an increased risk of mental health problems among girls. These findings stress the importance of programs aimed at reducing bullying behavior, especially because early-onset mental health problems may pose a risk for the development of psychiatric disorders in adulthood.

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“…Bullying is also a factor much reported, including cyber bullying which attracts high media coverage in young peoples' deaths by suicide [32]. However, considering 20-35% of adolescents have been either a victim or perpetrator of bullying and some have played both roles [33] the incidence of bullying would appear far more rampant than suicide, leading to speculation as to why one child will be driven to suicide over bullying and others will not. According to the CDC 2 the study of protective factors has not enjoyed the same rigorous focus as that of risk factors [34].…”

Section: Risk and Protective Factorsmentioning

confidence: 99%

Personal and Collective Resilience Building- A Suicide Prevention Program for Schools Using Positive Psychology. Consultancy Project for an Irish Secondary School

Ward-Goldsmith¹,

Lomas²

2016

JNSK

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Ireland has the second highest rate of child suicide in Europe. This dissertation using qualitative methods explores the risks, causes and aftermath of suicide in relation to how positive psychology (PP) can assist in addressing those insights in order to build resilience and reduce suicide ideation for school aged children in Ireland. The client is Principal of a secondary school in Southern Ireland, who suffered the tragic loss of three senior pupils to suicide over a period of five years. The schools' mission statement settled upon; "How can positive psychology help us to understand the risks and causes of suicide in school aged children and how can we apply those insights to instill resilience and prevent further tragedies in our school" Positive psychology defined as the science of what makes life worth living offers a relevant contrast for suicide which is concerned with proactively ending life.Point one explores suicide from three perspectives; those who have survived a serious attempt to end their own lives-parasuicide, those who have lost a relative or close one to suicide and lastly the organisations set up to address suicide ideation and effects.Point two takes the lead from these insights to give a good grounding in the areas of positive psychology research and theory that relate to the risks and causes of suicide and how they apply to school aged children.Point three is a plan of recommendations to address the problem through positive psychology interventions (PPI's) which could be put in place to build resilience and prevent suicide in the clients' and other schools. This dissertation concludes in a five slide presentation with a ten-minute voice over.

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Bullying in a Networked Era: A Literature Review

Cited by 37 publications

References 115 publications

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

- Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the Trails Study

Personal and Collective Resilience Building- A Suicide Prevention Program for Schools Using Positive Psychology. Consultancy Project for an Irish Secondary School

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