Cyberbullying victimization and suicidal ideation among in-school adolescents in three countries: implications for prevention and intervention

Abstract

Background Countries in South and Central America and the Caribbean are among the countries with the highest adolescent cyberbullying crimes. However, empirical evidence about the effect of cyberbullying victimization on suicidal ideation among in-school adolescents in these countries remains limited. The present study examined the association between cyberbullying victimization and suicidal ideation among in-school adolescents in Argentina, Panama, St Vincent, and the Grenadines. Methods A representative cross-sectional data from 51,405 in-school adolescents was used. Hierarchical logistic regression analysis was used to estimate the association between cyberbulling victimization and suicidal ideation. Results Overall, 20% and 21.1% of the adolescents reported cyberbullying victimization and suicidal ideation, respectively in the past year before the survey. Suicidal ideation was higher among adolescents who experienced cyberbullying victimization (38.4%) than those who did not experience cyberbullying victimization (16.6%). Significantly higher odds of suicidal ideation were found among adolescents who had experienced cyberbullying victimization than those who had not experienced cyberbullying victimization [aOR = 1.88, 95% CI: 1.77–1.98]. Conclusion This finding calls for developing and implementing evidence-based programs and practices by school authorities and other relevant stakeholders to reduce cyberbullying victimization among adolescents in this digital age. Protective factors such as parental support and peer support should be encouraged.

Attitudes, Self-Confidence, and Knowledge of Primary Care Professionals towards School Bullying

“…If we analyze the professional practice carried out by the respondents, they corresponded with Hutson et al, where registration in medical history, referral to mental health, and counseling were the most frequently carried out practices, while contacting the educational center counselor and providing educational material support were the ones that were least carried out [ 7 ]. These practices can be aligned with what is stated in two studies that show that the most prevalent practices are aimed at detection, registration, treatment, and referral, but in contrast, they were found with little coordination between health and educational establishments and with few support resources in specific consultations [ 20 , 36 ].…”

“…In this sense, despite not having specific documents or manuals for assistance with bullying in classrooms, the importance of asking open questions about friendships and peer groups to reveal bullying situations is highlighted, thereby suggesting the need for guidelines that are more structured to address this issue, these being data that coincide with what was clarified in our research [ 7 , 20 , 36 ].…”

“…In relation to the resources available to address bullying, we can highlight the lack of clear guidelines (protocols or guides) in the workplace [ 7 , 20 , 36 ]. This coincides with the data expressed by Condon et al, who also state that not having protocols or guides generated uncertainty about the scope of the role of their competencies in this problem [ 20 ].…”

“…All of this requires a greater involvement of clinical practice in the development of pre-established materials and resources to help primary care staff identify, address, and manage bullying in their consultations, as well as implement them through regulated and specific training with continuous updating [ 7 , 20 , 27 , 34 , 36 ].…”