Cyberbullying and Bullying: Impact on Psychological Symptoms and Well-Being

Carvalho, Marina; Branquinho, Cátia; Matos, Margarida Gaspar de

doi:10.1007/s12187-020-09756-2

Cited by 37 publications

(18 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, it is essential to emphasize the seriousness of cyberbullying. Furthermore, according to Carvalho et al (2021), González-Prada et al (2015), and Li (2006, bullying among peers through new technologies can have severe consequences for the victim, which in extreme cases can lead to suicide.…”

Section: Bullying and The Emergence Of Cyberbullyingmentioning

confidence: 99%

Bullying and Cyberbullying: A Legal and Public Policy Perspective in Colombia

Arrieta-López

Carrasquilla-Díaz

2021

JSSH

View full text Add to dashboard Cite

Children and adolescents have evolved in the cultural contexts of the digital age as a result of the technological revolution, which has led to new forms of bullying. This research consists of analyzing bullying and cyberbullying in Colombia from a legal perspective. The methodology used is the legal analysis of law and policy documents on school matters in Colombia. It is concluded that restorative justice should be used in cases of bullying and cyberbullying, taking into account that it enables spaces for reconciliation and restoration of the infringed damage. It also involves victims, perpetrators, and the educational community in its process. In terms of public policies, considering the severe damage caused by cyberbullying, it is advisable to consider the school programs´ implementation that informs potential victims about the precautions they should take to avoid the risks of virtual harassment.

show abstract

Section: Bullying and The Emergence Of Cyberbullyingmentioning

confidence: 99%

Bullying and Cyberbullying: A Legal and Public Policy Perspective in Colombia

Arrieta-López

Carrasquilla-Díaz

2021

JSSH

View full text Add to dashboard Cite

show abstract

“…The resulting loss of education is particularly alarming, as males, Black students, and economically disadvantaged students have been most likely to be suspended, and more likely to receive longer suspensions for similar infractions (Huang & Cornell, 2017). Growing evidence from international contexts also suggests a link between bullying victimization and fighting at school (Carvalho et al, 2021; Muula et al, 2009): the focus of our current study.…”

Section: Introductionmentioning

confidence: 97%

The Association Between Bullying Victimization and Fighting in School Among US High School Students

Ruiz

Raj

2022

J Interpers Violence

View full text Add to dashboard Cite

In-school fighting often results in severe punishment and compromised learning outcomes, without adequate consideration of contextual factors or student vulnerabilities. In this study, using a large, nationally representative data sample from the 2019 Youth Risk Behavior Survey ( N = 13677), we assessed associations between a history of bullying victimization (at school and online) and past year fighting at school among U.S. high school students. Multiple regression models were used, adjusting first for demographics, and then for demographics and emotional-behavioral risks (depressive symptoms, alcohol consumption, and sexual violence victimization), for the total sample and then stratified by gender/sex. Both cyberbullying and in-school bullying were significantly associated with past year in-school fighting for the total sample, with associations retained, but marginally attenuated in fully adjusted models (cyberbullying: AOR: 1.30; 95% CI: 1.01–1.66 and in-school bullying: AOR: 1.96, 95% CI: 1.57–2.45). Gender/sex-stratified models demonstrated retained associations for males (cyberbullying: AOR: 1.93; 1.51–2.46 and in-school bullying: AOR: 2.70, 95% CI: 2.18–3.34) and females (cyberbullying: AOR: 1.89; 1.33–2.68 and in-school bullying: AOR: 1.66, 95% CI: 1.19–2.33) after adjusting for demographics, but only for males after adjusting for demographics and emotional-behavior risk factors (cyberbullying: AOR: 1.43; 95% CI: 1.07–1.93 and in-school bullying: AOR: 2.25; 95% CI: 1.73–2.92). These results demonstrate a significant association between bullying victimization and fighting, which was amplified for male students, and partially explained by social and emotional risks. This suggests that punitive approaches to fighting in school may be resulting in compounded harms for already vulnerable adolescents and that support-oriented approaches emphasizing conflict resolution, social-emotional well-being, positive gender identity development, and bullying prevention may be more appropriate.

show abstract

“…These behaviors are not only repetitive over time, but they also change forms in the course of development, especially during childhood and adolescence. Being a victim of bullying is an important risk factor for being the perpetrator of various forms of bullying, including cyberbullying in the future (1,5).…”

Section: Introductionmentioning

confidence: 99%

The Risk of Bullying and Probability of Help-Seeking Behaviors in School Children: A Bayesian Network Analysis

et al. 2021

View full text Add to dashboard Cite

An increase in aggressive behaviors in adolescents has been observed for a few years. The participation in bullying is associated with many psychosocial difficulties in adolescent development. On the other hand, the help-seeking behavior can be one of the most important protective factors that reduce the risk for this type of violence. The study was aimed at estimating the risk factors, as well as the protective factors of school bullying, by using the Bayesian networks to build a model allowing to estimate the probability of occurrence of the aggressive and help-seeking behaviors among school children. The focus was on individual risk/protective factors related to EAS temperament (emotionality, activity, and sociability) and variables related to the family context (level of cohesion, flexibility, family communication, and family life satisfaction). Bayesian methods have not been particularly mainstream in the social and medical sciences. The sample comprised 75 students (32 boys and 43 girls), aged 13–15 (M = 13.82; SD = 0.47). Assessment comprised The EAS Temperament Questionnaire, Family Adaptability & Cohesion Evaluation Scales FACES IV-SOR (Family Rating Scale), and Survey questionnaire. The Bayesian networks were applied. Depending on the values of the identified variables, very high a posteriori probability of bullying and help-seeking behaviors can be predicted. Four EAS subscales (Distress, Fear, Activity, Sociability) and two SOR subscales (Balanced Flexibility and Balanced Cohesion) were identified as predictors of bullying. Moreover, two SOR subscales (Family Communication and Life Family Satisfaction) and one EAS subscale (Sociability) were identified as predictors of help-seeking behaviors. The constructed network made it possible to show the influence of variables related to temperament and variables related to the family environment on the probability of bullying or the probability of seeking help and support. The Bayesian network model used in this study may be used in clinical practice.

show abstract

Cyberbullying and Bullying: Impact on Psychological Symptoms and Well-Being

Cited by 37 publications

References 42 publications

Bullying and Cyberbullying: A Legal and Public Policy Perspective in Colombia

Bullying and Cyberbullying: A Legal and Public Policy Perspective in Colombia

The Association Between Bullying Victimization and Fighting in School Among US High School Students

The Risk of Bullying and Probability of Help-Seeking Behaviors in School Children: A Bayesian Network Analysis

Contact Info

Product

Resources

About