Off the radar and ubiquitous: text messaging and its relationship to ‘drama’ and cyberbullying in an affluent, academically rigorous US high school

Allen, Kathleen P.

doi:10.1080/13676261.2011.630994

Cited by 47 publications

(58 citation statements)

References 28 publications

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“…With regard to the cyberobservers, between 6.4% and 38.1% report having seen some of the 15 cyberbullying behaviors and between 1.2% and 7.5% frequently witnessed these behaviors. The data obtained confirm Hypothesis 2, and point in the same direction as other studies finding levels of cybervictimization prevalence lower than 10% (Allen 2012;del Barco et al 2012;Låftman, Modin, and Östberg 2013;Olweus 2012;Ortega et al 2012;Pelfrey and Weber 2013), although they differ from the data obtained in other works that found prevalences of up to 33% (see Table 1). The discrepancies among the studies are largely due to the different instruments employed or to the time interval considered (some ask the extent to which this type of behavior was performed during the past year, while others refer to the past two or three months, and still others establish no time limit).…”

Section: Severe Cybervictimization Global Cybervictimizationsupporting

confidence: 90%

“…As shown in Table 1, the prevalence of cybervictims in the most recent studies ranges between 3.2% (Allen 2012) and 33% (Fenaughty and Harré 2013) and cyberaggressors range between 1% (Allen 2012) and 29.7% (Wade and Beran 2011). The review shows that the current volume of research on cyberbullying is low in Spain, and there are considerable percentages of students affected by cyberbullying, either moderate (sometimes) or severe (frequently).…”

Section: Introductionmentioning

confidence: 88%

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Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers

Garaigordobil

2014

Journal of Youth Studies

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This study is based on current concern about peer violence. The main goal of the study was to identify the prevalence of cyberbullying in the Basque Country (northern Spain). The sample comprised 3026 participants aged between 12 and 18 years. The Cyberbullying Test was administered, using a descriptive and correlational design. The results show that 69.8% of the sample was involved in cyberbullying (suffered, seen, and/or performed it one or more times in the past year), 30.2% were cybervictims, 15.5% were cyberaggressors, and 65.1% were cyberobservers. The most prevalent behaviors were stealing someone's password, anonymous frightening phone calls, sending offensive/insulting messages, and slandering by lying about someone in order to discredit. Positive correlations were found between cybervictimization, cyberaggression, and cyberobservation, and contingency analysis showed that only one-third of the cybervictims were cyberaggressors. The study provides precise information about the prevalence of cyberbullying in the Basque Country, and allows comparison of the information provided by all the roles involved (cybervictims, cyberaggressors, and cyberobservers). The study confirms the noteworthy prevalence of cyberbullying in the Basque Country, which is convergent with that found in other countries. The empirical evidence suggests the need for active prevention and intervention strategies from educational, family, community, and clinical-therapeutic settings.

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Section: Severe Cybervictimization Global Cybervictimizationsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 88%

Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers

Garaigordobil

2014

Journal of Youth Studies

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“…In a small sample of global studies, estimates of prevalence ranged from 1–30% for cyberbullying perpetration (CB) and from 3–72% for cyberbullying victimization (CV). 12–15 Multiple factors have been proposed to explain this broad range of estimates. First, the term “cyberbullying” is sometimes used as an all-encompassing term to describe behaviors that may be seen as distinct to some researchers, such as a single act of Internet aggression or repeated acts of electronic harassment.…”

mentioning

confidence: 99%

Cyberbullying Prevalence Among US Middle and High School–Aged Adolescents: A Systematic Review and Quality Assessment

Selkie

Fales

Moreno

2016

Journal of Adolescent Health

243

108

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Background Cyberbullying has established links to physical and mental health problems including depression, suicidality, substance use, and somatic symptoms. Quality reporting of cyberbullying prevalence is essential to guide evidence-based policy and prevention priorities. The purpose of this systematic review was to investigate study quality and reported prevalence among cyberbullying research studies conducted in populations of US adolescents of middle and high school age. Methods Searches of peer-reviewed literature published through June 2015 for “cyberbullying” and related terms were conducted using PubMed, PsycINFO, CINAHL Plus, and Web of Science. Included manuscripts reported cyberbullying prevalence in general populations of U.S. adolescents between the ages of 10 and 19. Using a review tool based on the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement, reviewers independently scored study quality on study methods, results reporting, and reported prevalence. Results Search results yielded 1,447 manuscripts; 81 manuscripts representing 58 unique studies were identified as meeting inclusion criteria. Quality scores ranged between 12 and 37 total points out of a possible 42 points (M = 26.7, SD = 4.6). Prevalence rates of cyberbullying ranged as follows: perpetration, 1% to 41%; victimization, 3% to 72%; and overlapping perpetration and victimization, 2.3% to 16.7%. Conclusions Literature on cyberbullying in US middle and high school aged students is robust in quantity but inconsistent in quality and reported prevalence. Consistent definitions and evidence-based measurement tools are needed.

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“…conflicts with others, gossiping and rumor spreading, excluding others, and seeking attention or "stirring the pot". Youth often use the term to describe behaviours that are more commonly referred to in the aggression research as indirect, relational or social aggression, or even more frequently, bullying (Allen, 2012(Allen, , 2015Regan & Sweet, 2015).…”

Section: Studentsmentioning

confidence: 99%

“…In the last decade, a few researchers have started to explore drama as a unique behaviour. Though drama has been investigated mostly in the context of online social interactions (e.g., Marwick & boyd, 2011;Regan & Sweet, 2015), emerging research suggests that drama is commonly understood by teachers and students in school settings as well (Allen, 2012(Allen, , 2013Shepherd & Levy Paluck, 2015).…”

Section: Studentsmentioning

confidence: 99%

Is Drama the New Bullying? Differentiating Bullying and Drama Among College Students

Magner¹

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Compared to research on bullying in schools and in the workplace, little is known about the prevalence and typology of bullying among college age-students. Recent research suggests that young adults may be less in favour of the term "bullying", but more open to the notion of "drama". The concept of drama has existed for some time, and is common vernacular in both media and entertainment, as well as among students and teachers.Though drama has been conceptually linked to bullying, researchers have only just begun to explore this behaviour. The goal of this dissertation was to better understand this construct of drama, and explore it in the context of bullying amongst college students. A total of five studies were conducted using first-and second-year college students exploring conceptualizations of bullying and drama, associations with common forms of aggression, personality profiles of those who engage in bullying and drama, socialcognitive predictors of behavioural decision-making, and the consequences of these behaviours on mental health and well-being. Results indicated that while there is conceptual overlap between bullying and drama, the behaviours are measurably distinct, particularly in terms of the forms of aggression they are associated with, and the traits of those who engage in these behaviours. That being said, the decision-making precursors to engagement in drama appear similar to those involved in bullying: attitudes and norms predict intent and willingness to engage in both behaviours. Finally, bullying seems to remain a salient behaviour among college students, with continued concerns for mental health and well-being, and more importantly, drama appears also to have harmful effects on the psychological adjustment of those who engage in it. The results are discussed in BULLYING AND DRAMA AMONG COLLEGE STUDENTS iii terms of the implications for theory, intervention, and practice in clinical and educational settings.BULLYING AND DRAMA AMONG COLLEGE STUDENTS iv

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Off the radar and ubiquitous: text messaging and its relationship to ‘drama’ and cyberbullying in an affluent, academically rigorous US high school

Cited by 47 publications

References 28 publications

Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers

Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers

Cyberbullying Prevalence Among US Middle and High School–Aged Adolescents: A Systematic Review and Quality Assessment

Is Drama the New Bullying? Differentiating Bullying and Drama Among College Students

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