Cyberbullying and cybervictimization among youth with disabilities

Eldridge, Morgan A.; Demaray, Michelle L.; Emmons, Jonathan D.; Riffle, Logan N.

doi:10.1016/b978-0-12-817499-9.00013-2

Cited by 4 publications

(3 citation statements)

References 84 publications

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“…Another important methodological limitation is that to date, cyberbullying has been mainly studied with samples of white middle-class students [ 17 , 22 ], thus neglecting the perspective, and possibly the active contributions, of young people from areas of socio-economic disadvantage. Although several studies have involved young people from minority groups by investigating different forms of discriminatory cyberbullying (e.g., related to disability [ 23 ] or to minority ethnic groups, [ 24 ]), they mainly employed adult-centered quantitative methods, with few opportunities for these adolescents to have their voice heard and fully recognized [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Mameli

Menabò

Brighi

et al. 2022

IJERPH

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The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples’ voices in research and interventions against cyberbullying.

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Section: Introductionmentioning

confidence: 99%

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Mameli

Menabò

Brighi

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…Internet access for children with disabilities provides opportunities to learn, explore, and develop, while on the other hand parents also see risks in Internet usage [20]. This concern is realistic, as children with a disability perceive more cyberhate and are more often a victim of cyberbullying than children without a disability [26,27]. Active parental involvement is therefore of extra importance for this group [27,28].…”

Section: Factors Associated With Internet Use and Parental Involvementmentioning

confidence: 99%

“…This concern is realistic, as children with a disability perceive more cyberhate and are more often a victim of cyberbullying than children without a disability [26,27]. Active parental involvement is therefore of extra importance for this group [27,28].…”

Section: Factors Associated With Internet Use and Parental Involvementmentioning

confidence: 99%

Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration

Willems,

Smith,

Culbert

et al. 2023

Children

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Internet usage is a salient developmental factor in adolescents’ lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 urban schools across five European countries. A total of 2594 students participated, of whom 90% were 14–16 years. Virtually all adolescents of socioeconomic disadvantage had Internet access, with 88.5% reporting spending more than two hours per day online, often on apps such as Instagram, Snapchat, and YouTube. Almost one-third of adolescents did not talk with their parents about their Internet use and almost two-thirds indicated that their parents were only a little or not interested in their Internet use. A consistent finding across countries was that girls more often talked with their parents about their Internet use and more often reported that their parents were interested in their Internet use than boys. The results suggest that parents have an important task in explicitly showing interest in their adolescents’ Internet use, with special attention needed for boys.

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