cyberbullying research in canada a systematic review

Cyberbullying Research in Canada

Here is the research we’ve found on cyberbullying in Canada, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.

Authors: Danielle M Law, Bowen Xiao, Hezron Onditi, Junsheng Liu, Xiaolong Xie, Jennifer Shapka

Title: Measurement Invariance and Relationships Among School Connectedness, Cyberbullying, and Cybervictimization: A Comparison Among Canadian, Chinese, and Tanzanian Adolescents

Journal: Journal of Psychoeducational Assessment

URL: https://journals.sagepub.com/doi/full/10.1177/07342829221106585

Abstract: The aim of the present study was to evaluate the measurement invariance of the School Connectedness Scale for Chinese, Canadian, and Tanzanian adolescents, and to explore the inter association between school connectedness and cyberbullying/cybervictimization. Participants included 3872 adolescents from urban settings in China (N= 2053, Mage=16.36 years, SD = 1.14 years; 44.6% boys), Canada (N = 642, Mage = 12.13 years, SD = 0.77 years; 50.1% boys), and Tanzania (N = 1056, Mage=15.87 years, SD = 2.03 years; 52.8% boys). Adolescents self-reported their cybervictimization and cyberbullying experiences, as well as their perceived school connectedness. Multigroup Confirmatory Factor Analysis revealed an approximate measurement invariance of the scale across the three countries. Chinese students showed the lowest levels of school connectedness while Tanzanian students showed the highest. The findings of the multivariate multigroup regression analyses across the three countries revealed similar relationships between school connectedness and cyberbullying/cybervictimization, thus broadening our understanding of school connectedness and its relationship to cyberbullying/cybervictimization across these three different countries.

Authors: Faye Mishna, Arija Birze, Andrea Greenblatt & Mona Khoury-Kassabri

Title: Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

Journal: International Journal of Bullying Prevention

URL: https://link.springer.com/article/10.1007/s42380-020-00082-3

Abstract: There is a lack of research that examines and compares the perspectives of students and their parents and teachers with respect to cyberbullying. Qualitative data were drawn from a mixed methods study on cyberbullying among students in grades 4, 7, and 10, in a large urban school board. Interviews with 13 students and their parents and teachers took place during year one and with students and parents in year three. Data analysis occurred through an ongoing process of open, axial, and selective coding. Overall, the youth and adults demonstrated similar understanding of cyberbullying. It emerged, however, that for the youth participants, telling about their cyberbullying experiences was a relational process. In contrast, the adult participants made little mention of these relational aspects in their explanations. We characterize this relational process as students’ use of benchmarks (point of reference) and bellwethers (someone or something that is used as a predictor), throughout their decision-making (both implicit and explicit). It is important that this relational process of telling, for example, deciding whether and to whom to disclose, informs education and intervention strategies.

Authors: Chengyan Zhu, Shiqing Huang, Richard Evans and Wei Zhang

Title: Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures

Journal: Frontiers in Public Health

URL: https://www.frontiersin.org/articles/10.3389/fpubh.2021.634909/full

Abstract: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children. A systematic review of available literature was completed following PRISMA guidelines using the search themes “cyberbullying” and “adolescent or children”; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children’s Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors. The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned. The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.

Author: So, Arthur

Title: Exploring Cyberbullying in K–12 Education in Canada to Promote Cyberbullying Awareness and Prevention Measures

Journal: University of Ottawa

URL: https://ruor.uottawa.ca/handle/10393/40681

Abstract: In the past decades, emerging technologies and the Internet have significantly improved and spurred developments in online communication and social networking. However, this type of technology has also created more opportunities for cyberbullying and resulted in several negative consequences, including multiple cases of youth suicide worldwide. This exploratory qualitative research study focused on cyberbullying in Canadian primary and secondary education from kindergarten to grade 12 (K–12). The study aimed to identify key areas of knowledge to advance a holistic understanding of cyberbullying to help promote cyberbullying awareness and informed anti-cyberbullying resource development in Canada. Data collection involved: (a) a narrative and a systematic research review of the current empirical evidence and theoretical literature; (b) a document analysis of Canadian laws, and Canadian school regulations surrounding cyberbullying incidents; and (c) in-depth, one-on-one interviews with leading anti-cyberbullying researchers and professionals working in K–12 education on current principles and practices related to the design of anti-cyberbullying educational resources. A conceptual framework informed by systems theory and technoethical inquiry provided a broad conceptual lens to help and interpret findings. Using thematic analysis, three main thematic areas were uncovered: (1) awareness, (2) governance, and (3) environment, which were considered as the strategic cyberbullying mitigation approach. General findings indicated that cyberbullying had similar characteristics to conventional bullying. Advanced findings revealed complex multi-dimensional interactions of cyberbullying themes uncovered, and systems thinking perspective was posited to help address unwanted outcomes of emerging technologies.

Authors: Broll, R. and Reynolds, D.

Title: Parental Responsibility, Blameworthiness, and Bullying: Parenting Style and Adolescents’ Experiences With Traditional Bullying and Cyberbullying

URL: https://journals.sagepub.com/doi/abs/10.1177/0887403420921443

Abstract: Parents are deemed morally—and, increasingly, legally—responsible for their children’s misbehavior, and their parental aptitude is questioned if their children are victimized. Parental responsibility laws and blameworthiness extend to common occurrences like bullying. Literature broadly supports these principles for some offenses through findings that effective parenting styles are associated with improved adolescent outcomes, but evidence about the relationship between parenting styles and bullying is underdeveloped and inconclusive. To study the relationship between parenting styles and traditional bullying and cyberbullying offending and victimization, data were collected from a sample of 435 Canadian middle and high school students. The results suggest that parenting styles are not associated with traditional bullying offending or victimization; however, neglectful parenting was associated with cyberbullying offending and indulgent parenting was associated with cyberbullying victimization. These findings suggest that the demandingness dimension of parenting, which is characterized by rule setting and monitoring, is important for cyberbullying prevention.

Authors: Faucher, C. Cassidy, W., and Jackson, M.

Title: Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying

Journal: Research in Cyberbullying anf Cybervictimization

URL: https://www.mdpi.com/2254-9625/10/3/58

Abstract: This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one’s privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions.

Authors: Hugues Sampasa-KanyingaabIanColman, Gary S.Goldfield, Ian Janssen, JianLi Wang, Hayley A.Hamilton, Jean-PhilippeChaput

Title: Associations between the Canadian 24 h movement guidelines and different types of bullying involvement among adolescents

Journal: Child Abuse & Neglect

URL: https://www.sciencedirect.com/science/article/abs/pii/S0145213420302933

Abstract: The Canadian 24-Hour Movement Guidelines for Children and Youth recommend ≥60 min of physical activity per day, ≤2 h of recreational screen time per day, and 9−11 hours of sleep per night for 11–13 years old and 8−10 hours per night for 14–17 years old. This study examined the association between combinations of these recommendations and school bullying and cyberbullying victimization and perpetration among adolescents. A total of 5615 Canadian students (mean age = 15.2 years) who participated in the 2017 Ontario Student Drug Use and Health Survey (OSDUHS) self-reported their physical activity, screen time, sleep duration, and their Logistic regression analyses were adjusted for important covariates. Meeting the screen time recommendation alone was associated with lower odds of being a victim (OR: 0.64; 95 % CI: 0.46−0.88) or a bully (OR: 0.64; 95 % CI: 0.43−0.96) at school and a victim of cyberbullying (OR: 0.67; 95 % CI: 0.49−0.91). Meeting both the screen time and sleep duration recommendations was associated with lower odds of being a bully (OR: 0.51; 95 % CI: 0.30−0.88). Meeting all 3 recommendations showed stronger associations (i.e. lowest risk) with being a victim of school bullying (OR: 0.32; 95 % CI: 0.19−0.54), a bully-victim (OR: 0.25; 95 % CI: 0.08−0.78) or a victim of cyberbullying (OR: 0.37; 95 % CI: 0.17−0.84). Our findings provide evidence that meeting the 24 -h movement guidelines is associated with lower odds of bullying involvement. Encouraging adherence to the 24 -h movement guidelines could be a good behavioural target to prevent involvement in both school bullying and cyberbullying.

Author(s): Harper, M. G.

Title: Tolerable Deviance and How it Applies to Cyberbullying

Journal: Deviant Behavior

URL: http://www.tandfonline.com/doi/abs/10.1080/01639625.2017.1411023?journalCode=udbh20

Abstract: As a result of the modern youth culture’s reliance on technology and instant communications, mainly through social media platforms, bullying has transitioned to the online domain where cyberbullying has emerged. Among youth, cyberbullying can be viewed as a type of tolerable deviancy where youth often do not question the deviant nature of their online behaviors. This research explores the creation of the scale of deviancy as developed through a qualitative popular film analysis where low-, moderate-, and high-level deviancy characterize various cyberbullying behaviors and captures the essence of the escalation of harm faced by cyber victim(s).

Author(s): Kim, S., Colwell, S. R., Kata, A., Boyle, M. H., & Georgiades, K.

Title: Cyberbullying victimization and adolescent mental health: evidence of differential effects by sex and mental health problem type

Journal: Journal of Youth and Adolescence

URL: https://link.springer.com/article/10.1007/s10964-017-0678-4

Abstract: The use of electronic communication technologies has become a core method for adolescent communication. While there are many benefits to such technologies, cyberbullying has emerged as a potential harm. This study examines the association between cyberbullying and adolescent mental health problems and the extent to which this association differs by sex and mental health problem type. A clustered sample of 31,148 students in grades 6–12 (Female = 51.9%; 56.5% Caucasian, 10.2% South Asian) completed an anonymous survey asking their frequency of exposure to traditional forms of bullying, cyberbullying, and experiences of mental health problems over the past 6 months. Multilevel structural equation modelling was used to examine the associations. Controlling for age and traditional forms of bullying, cyberbullying was a significant predictor of adolescents’ emotional and behavioral problems. Cyberbullying was more strongly associated with emotional problems for females and with behavioral problems for males. This evidence identifies unique adverse effects associated with cyberbullying on both emotional and behavioural problems and sex differences in the strength of these associations.

Author(s): Vaillancourt, T., Faris, R., & Mishna, F.

Title: Cyberbullying in children and youth: implications for health and clinical practice

Journal: The Canadian Journal of Psychiatry

URL: http://journals.sagepub.com/doi/abs/10.1177/0706743716684791

Abstract: We review the recent literature on cyberbullying and its effects on victimised youth, identifying key points. We conclude that cyberbullying, while following many of the underlying dynamics of more traditional forms of bullying, features some unique qualities that can both magnify the damage caused and make it more difficult to detect. These features include the pervasive, never-ending nature of cyberbullying and the ability to quickly reach large audiences. The potential for anonymity and the related distance afforded by screens and devices compared to in-person interaction allow the cruelty of cyberbullying to go unchecked. Despite the perceived anonymity of cyberbullying, cyberbullying can be perpetrated by friends, who often have intimate knowledge about the victimised youth that can be devastating when made public. Given the difficulty schools face in preventing or even detecting cyberbullying, health care providers are an important ally, due to their knowledge of the youth, the sense of trust they bring to youth, and their independence from the school setting. We conclude by calling for routine screening of bullying by health care providers who deal with paediatric populations.

Author(s): Pepler, D., Craig, W. M., Cummings, J., Petrunka, K., & Garwood, S.

Title: Mobilizing Canada to Promote Healthy Relationships and Prevent Bullying among Children and Youth

Journal: The Wiley Handbook of Violence and Aggression

URL: http://onlinelibrary.wiley.com/doi/10.1002/9781119057574.whbva123/abstract;jsessionid=E481C0BCACAA0984C587BC6E507CD681.f02t01?userIsAuthenticated=false&deniedAccessCustomisedMessage

Abstract: In this chapter, we describe the evolution, mechanisms, and impact of PREVNet (Promoting Relationships and Eliminating Violence Network) in Canada. PREVNet is a national network of researchers, youth-serving organizations, governments, and corporations working together to prevent bullying and promote healthy relationships for Canadian children and youth. PREVNet has been funded since 2006 by Canada’s Networks of Centres of Excellence research program. Through PREVNet’s partnerships, we have been engaged in a societal intervention by cocreating tools and resources to enhance the practices of those involved in the lives of children and youth across the country. We have developed several mechanisms to drive our efforts to foster wide-scale social change, including four strategy pillars for knowledge mobilization, working groups to cocreate tools and resources, and broader strategies to engage multiple sectors within the country to focus on these important issues related to child and youth well-being.

Citation: Pepler, D., Craig, W. M., Cummings, J., Petrunka, K., & Garwood, S. (2017). Mobilizing Canada to Promote Healthy Relationships and Prevent Bullying among Children and Youth.The Wiley Handbook of Violence and Aggression.

Author(s): Espelage, D. L., & Hong, J. S.

Title: Cyberbullying prevention and intervention efforts: current knowledge and future directions

URL: http://journals.sagepub.com/doi/abs/10.1177/0706743716684793

Abstract: Bullying is a serious public health concern that is associated with significant negative mental, social, and physical outcomes. Technological advances have increased adolescents’ use of social media, and online communication platforms have exposed adolescents to another mode of bullying—cyberbullying. Prevention and intervention materials, from websites and tip sheets to classroom curriculum, have been developed to help youth, parents, and teachers address cyberbullying. While youth and parents are willing to disclose their experiences with bullying to their health care providers, these disclosures need to be taken seriously and handled in a caring manner. Health care providers need to include questions about bullying on intake forms to encourage these disclosures. The aim of this article is to examine the current status of cyberbullying prevention and intervention. Research support for several school-based intervention programs is summarised. Recommendations for future research are provided.

Author(s): Broll, R., Dunlop, C., & Crooks, C. V.

Title: Cyberbullying and Internalizing Difficulties among Indigenous Adolescents in Canada: Beyond the Effect of Traditional Bullying

Journal: Journal of Child & Adolescent Trauma

URL: https://link.springer.com/article/10.1007/s40653-017-0163-y

Abstract: Most research on bullying and cyberbullying has focused on dominant populations. In particular, inquiries into Indigenous adolescents’ involvement in bullying and cyberbullying are scarce. The present study examines the relationship between bullying and cyberbullying involvement and self-reported depression, anxiety, and stress among a sample of 170 Indigenous adolescents (54% female;Mage = 15.2 years). Controlling for age and gender, the results of a series of hierarchical multiple regression models indicate that cyberbullying victimization uniquely contributes to self-reported anxiety and stress among Indigenous adolescents, beyond the contribution of traditional bullying victimization. The implications of these findings are discussed.

Author(s): Deschamps, R., & McNutt, K.

Title: Cyberbullying: What’s the problem?

Journal: Canadian Public Administration

URL: http://onlinelibrary.wiley.com/doi/10.1111/capa.12159/full

Abstract: Cyberbullying has been a difficult problem for policy makers and observers to define. For some, cyberbullying is understood as a public health problem, while others view it largely as an education issue, and still others see it as a justice problem. In Canada, while the definition of cyberbullying continues to evolve, a nascent approach assumes that it is similar to traditional face-to-face bullying with computer-mediated communication as a new element. This definition is at odds with recent research on cyberbullying, which may have significant implications for policy makers seeking to design effective interventions.

Author(s): Faucher, C., Jackson, M., & Cassidy, W.

Title: When online exchanges byte: an examination of the policy environment governing cyberbullying at the university level.

Journal: The Canadian Journal of Higher Education

URL: http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/184215

Abstract: This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university responses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.

Author(s): Coburn, P. I., Connolly, D. A., & Roesch, R.

Title: Cyberbullying: Is Federal Criminal Legislation the Solution?

Journal: Canadian Journal of Criminology and Criminal Justice

URL: http://www.utpjournals.press/doi/abs/10.3138/cjccj.2014.E43

Abstract: Cyberbullying occurs frequently and is often a reciprocal conflict, with individual youths filling the roles of both the victim and the bully in a short period of time. Regardless of the role, involvement in cyberbullying is associated with negative outcomes and has recently been linked to the death of young people in a few cases. In an attempt to alleviate growing concerns about cyberbullying, the Canadian government passed Bill C-13 (the Protecting Canadians from Online Crime Act), which includes a prohibition on the posting of non-consensual intimate images. Due to the specific criteria in this section of the bill, it is unlikely that it will protect many youth from online victimization. Bill C-13 also criminalizes harassing or annoying behaviour conducted via electronic communication. This law may exacerbate the problem of non-disclosure, may be confusing to youth, and may result in too many youth and a disproportionate number of marginalized youth becoming involved in the criminal justice system. Alternative approaches to dealing with the conflict, such as increasing the use of empirically based programs that teach youth to resolve interpersonal conflict and encourage them to disclose incidents of cyberbullying, would be more effective than federal criminal legislation at protecting young people from online victimization.

Author(s): Cénat, J. M., Blais, M., Hébert, M., Lavoie, F., & Guerrier, M.

Title: Correlates of bullying in Quebec high school students: The vulnerability of sexual-minority youth.

Journal: Journal of affective disorders

URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4641744/

Abstract: Purpose: Bullying has become a significant public health issue, particularly among youth. This study documents cyberbullying, homophobic bullying and bullying at school or elsewhere and their correlates among both heterosexual and sexual-minority high school students in Quebec (Canada). Method: A representative sample of 8194 students aged 14–20 years was recruited in Quebec (Canada) high schools. We assessed cyberbullying, homophobic bullying and bullying at school or elsewhere in the past 12 months and their association with current self-esteem and psychological distress as well as suicidal ideations. Results: Bullying at school or elsewhere was the most common form of bullying (26.1%), followed by cyberbullying (22.9%) and homophobic bullying (3.6%). Overall, girls and sexual-minority youth were more likely to experience cyberbullying and other forms of bullying as well as psychological distress, low self-esteem and suicidal ideations. The three forms of bullying were significantly and independently associated with all mental health outcomes. Conclusions: The results underscore the relevance of taking into account gender and sexual orientation variations in efforts to prevent bullying experience and its consequences.

Author(s): Broll, R., & Huey, L.

Title: “Just Being Mean to Somebody Isn’t a Police Matter”: Police Perspectives on Policing Cyberbullying.

Journal: Journal of school violence

URL: http://eric.ed.gov/?id=EJ1054193

Abstract: Increasing public awareness of cyberbullying, coupled with several highly publicized youth suicides linked to electronic bullying, have led lawmakers and politicians to consider new criminal legislation specifically related to cyberbullying. However, little is known about how the police currently respond to cyberbullying, and it is not clear whether new laws are necessary. In this article, the authors draw upon in-depth interviews with Canadian street patrol officers and school resource officers to explore police perspectives on policing cyberbullying. In contrast to the reactive hard-line approach proposed in much legislation and public discussion, police officers prefer to take a preventative approach by educating youth and raising awareness about the dangers of digital communications. Although there are instances when criminal charges must be laid, these incidents transcend “bullying,” a term that has little legal meaning for police officers.

Author(s): Beran, T., Mishna, F., McInroy, L. B., & Shariff, S.

Title: Children’s Experiences of Cyberbullying: A Canadian National Study.

Journal: Children & Schools

URL: http://cs.oxfordjournals.org/content/37/4/207.short

Abstract: This national study reports the prevalence of cyberbullying among youths in Canada according to demographic characteristics, its impact, and its relationship to six forms of victimization and perpetration. Cross-sectional data were obtained from a national household panel of families living in all Canadian provinces. The sample included 1,001 children ages 10 to 17 years. Frequency and multivariate analyses determined the rate and impact of cyberbullying as reported by children. Correlation analyses examined the extent to which cyberbullying was related to other types of bullying. Overall, 13.99 percent of children had been cyberbullied once or more in the past month, varying according to gender. Children who were cyberbullied were likely to experience negative outcomes on all eight domains measured. The vast majority who were cyberbullied (94.28 percent) were also targeted through at least one other type of bullying, and over a third (33.57 percent) perpetrated at least one other type of bullying. Approximately one in seven Canadian children between the ages of 10 and 17 years is cyber-victimized, and one in 13 children cyber-perpetrates. These rates are similar across demographic groups, and children who are cyberbullied or cyberbully others are likely to be involved in other forms of bullying. Authors conclude that bullying prevention and management strategies must include children’s cyber experiences.

Author(s): Sampasa-Kanyinga, H., Roumeliotis, P., & Xu, H.

Title: Associations between cyberbullying and school bullying victimization and suicidal ideation, plans and attempts among Canadian schoolchildren.

Journal: PloS one

URL: journals.plos.org/plosone/article?id=10.1371/journal.pone.0102145

Abstract: Purpose: The negative effects of peer aggression on mental health are key issues for public health. The purpose of this study was to examine the associations between cyberbullying and school bullying victimization with suicidal ideation, plans and attempts among middle and high school students, and to test whether these relationships were mediated by reports of depression.

Author(s): Cénat, J. M., Hébert, M., Blais, M., Lavoie, F., Guerrier, M., & Derivois, D.

Title: Cyberbullying, psychological distress and self-esteem among youth in Quebec schools.

URL: http://www.sciencedirect.com/science/article/pii/S0165032714004509

Abstract: Background: The advent of new technologies and social media offers a host of possibilities for teenagers to consolidate social networks. Unfortunately, new technologies also represent a potential setting for experiences of victimization. Methods: The present study explores the prevalence of cyberbullying victimization in a representative sample of 8 194 teenagers in Quebec and the adverse associated consequences. Results: Results indicate that 18% of boys and close to 1 out of 4 girls report at least one incident of cyberbullying in the past 12 months. Cyberbullying victimization contributes to the prediction of low selfesteem and psychological distress over and above other experiences of bullying in schools or other settings. Conclusions: Cyberbullying appear as one important target for the design of prevention and intervention services designed for youth.

Author(s): Peebles, E.

Title: Cyberbullying: Hiding behind the screen.

Journal: Paediatrics & child health

URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4276384/

***Abstract: No abstract

Author(s): Dittrick, C. J., Beran, T. N., Mishna, F., Hetherington, R., & Shariff, S.

Title: Do children who bully their peers also play violent video games? A Canadian national study.

URL: http://www.tandfonline.com/doi/abs/10.1080/15388220.2013.803244

Abstract: The study examined whether children who bully others are likely to prefer playing video games that are rated high in maturity and violence. A stratified random sample of Canadian children ages 10 to 17 years from the provinces of Canada was obtained. Parents (n = 397) and their children (n = 492) completed an online survey of children’s bullying behaviors and their three favorite video games. Ordinal logistic regression analyses showed that parents’ and children’s reports of child preferences for mature and violent video games were significantly related to children’s perpetration of bullying and cyberbullying. Panel regression analyses revealed no significant difference between parent and child informants. Children who play highly violent and mature video games were likely to bully and cyberbully their peers, according to both parent and child reports. [PUBLICATION ABSTRACT]

Author(s): Nordahl, J., Beran, T. N., & Dittrick, C. J.

Title: Psychological impact of cyber-bullying: Implications for school counsellors

Journal: Canadian Journal of Counselling and Psychotherapy/Revue canadienne de counseling et de psychothérapie

URL: (Now defunct)

Abstract: Cyber-bullying is asignificant problem for children today. This study provides evidence of the psychological impact of cyber-bullying among victimized children ages 10 to 17 years (M = 12.48, SD = 1.79) from 23 urban schools in a western province of Canada (N = 239). Students who were cyber-bullied reported high levels of anxious, externalizing, and depressed feelings/behaviours for all types of cyber-bullying they experienced, with girls reporting more severe impact than boys. Strategies are discussed for school counsellors working with youth who have been victimized through electronic means.

Author(s): Nosworthy, N., & Rinaldi, C.

Title: A review of school board cyberbullying policies in Alberta

Journal: Alberta Journal of Educational Research

URL: http://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/1000

Abstract: An online search for school board cyberbullying/bullying policies in Alberta was conducted. The results showed that while only five school boards had a bullying policy, many schools had technology or Internet use guidelines. The online search included an assessment of one extensive school board cyberbullying policy as well as Internet use guidelines in two large school boards in Alberta. While technology and Internet use guidelines support anti-bullying initiatives, it is argued that a clear well defined policy empowers administrators to make informed decisions on how to handle cyberbullying. Finally, policy recommendations are proposed based on the results of the online search.

Author(s): Shapka, J. D., & Law, D. M

Title: Does one size fit all? Ethnic differences in parenting behaviors and motivations for adolescent engagement in cyberbullying.

Journal: Journal of youth and adolescence

URL: http://link.springer.com/article/10.1007/s10964-013-9928-2

Abstract: Cyberbullying has become a growing concern for adolescents. This study examined differences in cyber-aggression for 518 Canadian adolescents of either East Asian or European descent (61% female; M age=15.24; SD=1.68). Associations between parenting behaviors (parental control, parental solicitation, and child disclosure) and engagement in cyber-aggression, as well as motivations for engaging in cyber-aggression were explored. Adolescents completed self-report questionnaires about their engagement in cyberbullying, perceptions of their parents’ behaviors about their online activities, their motivations for cyberbullying (reactive vs. proactive), as well as several other relevant psychosocial and demographic variables (e.g., sex, age, Canadian born, mother’s education level, using a computer in a private place, and average amount of time spent online). Regression analyses showed that East Asian adolescents were less likely to engage in cyberbullying. In addition, higher levels of parental control and lower levels of parental solicitation were linked more closely with lowered reported levels of cyber-aggression for East Asian adolescents relative to their peers of European descent. In addition, East Asian adolescents were more likely to be motivated to engage in cyber-aggression for proactive reasons than reactive reasons, with the opposite found for adolescents of European descent. A significant 3-way interaction suggested that this pattern was more pronounced for East Asian males relative to East Asian females. Findings are discussed in terms of cultural differences based on the doctrines of Confucianism and Taoism.

Author(s): Cassidy, W., Brown, K., & Jackson, M.

Title: ‘Under the radar’: Educators and cyberbullying in schools.

Journal: School Psychology International

URL: http://spi.sagepub.com/content/33/5/520.full

Abstract: Educators play an important role in preventing cyberbullying and encouraging positive online behaviour. In this article we report on the educator portion of a study of cyberbullying at two large, technology-rich secondary schools in Canada. We discuss 17 educators’ experiences with cyberbullying, their knowledge of social networking technology, the priority they place on preventing cyberbullying, and the remedies they suggest. Qualitative analyses of taped interview responses to 16 open-ended questions revealed that they were unaware of the extent of cyberbullying among their students and although they saw prevention as a priority, and were able to pose possible solutions, no policies or programs had been implemented, even by the younger teachers, who were more technologically savvy. Nor were the educators interested in learning the results of the student portion of our research, preferring instead that cyberbullying remain under their radar. [PUBLICATION ABSTRACT]

Title: ‘Under the radar’: Educators and cyberbullying in schools

URL: http://spi.sagepub.com/content/33/5/520.short

Author(s): Wade, A., & Beran, T.

Title: Cyberbullying: The new era of bullying.

Journal: Canadian Journal of School Psychology

URL: http://cjs.sagepub.com/content/26/1/44.short

Abstract: Bullying involves a powerful person intentionally harming a less powerful person repeatedly. With advances in technology, students are finding new methods of bullying, including sending harassing emails, instant messages, text messages, and personal pictures to others. Although school bullying has been studied since the 1970s, relatively little is known about students’ experiences of cyberbullying. The present study explored the prevalence of cyberbullying while also examining sex and grade differences. Results showed that a substantial proportion of students in Grades 6, 7, 10, and 11 are involved in cyberbullying: Girls are more likely than boys to be the targets of cyberbullying, and cyberbullying declines in high school. Despite significant findings, the magnitude of these group differences is small. Implications for interventions are discussed.

Author(s): Ryan, T., Kariuki, M., & Yilmaz, H.

Title: A comparative analysis of cyberbullying perceptions of preservice educators: Canada and turkey.

Journal: The Turkish Online Journal of Educational Technology

URL: http://files.eric.ed.gov/fulltext/EJ945026.pdf

Abstract: Canadian preservice teachers (year one N= 180 & year two N= 241) in this survey study were compared to surveyed preservice educators in Turkey (N=163). Using a similar survey tool both Turkish and Canadian respondents agreed that cyberbullying is a problem in schools that affects students and teachers. Both nations agreed that children are affected by cyberbullying however a lack of confidence was found in the Canadian sample yet Turkish educators believed they could both identify and manage cyberbullying. Cyberbulling in comparison to other topics covered in the current teacher preparation program, was believed to be equally important. Preservice teachers in both countries believed they should use an anti-cyberbully infused curriculum which had activities and current resources. A school-wide approach, in combination with professional development coupled with counselling from community supports was perceived to be essential to deal with cyberbullying in each country. Parents and community members were believed to be essential as was the idea that various media sources should be used to reach the larger community. As a result of their university training both Turkish and Canadian respondents felt unprepared to deal with cyberbullying. [PUBLICATION ABSTRACT]

Author(s): Li, Q

Title: A study of students’ behaviors and beliefs about this new phenomenon.

Journal: Journal of Aggression, Maltreatment & Trauma,

URL: http://www.tandfonline.com/doi/abs/10.1080/10926771003788979

Abstract: This study explores high school students’ beliefs and behaviors associated with cyberbullying. Specifically, it examines this new phenomenon from the following four perspectives: (a) What happens after students are cyberbullied? (b) What do students do when witnessing cyberbullying? (c) Why do victims not report the incidents? and (d) What are students’ opinions about cyberbullying? Data were collected from 269 Grade 7 through 12 students in 5 Canadian schools. Several themes have emerged from the analysis, which uncovers some important patterns. One finding is that over 40% would do nothing if they were cyberbullied, and only about 1 in 10 would inform adults. Students feel reluctant to report cyberbullying incidents to adults in schools for various reasons, which are discussed in depth. [PUBLICATION ABSTRACT]

Author(s): Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S.

Title: Cyber bullying behaviors among middle and high school students.

Journal: American Journal of Orthopsychiatry

URL: http://www.ncbi.nlm.nih.gov/pubmed/20636942

Abstract: Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children’s social worlds and with the support of educators and parents. [PUBLICATION ABSTRACT]

Author(s): Cassidy, W., Jackson, M., & Brown, K. N.

Title: Sticks and stones can break my bones, but how can pixels hurt me? Students’ experiences with cyber-bullying.

URL: http://extension.fullerton.edu/professionaldevelopment/assets/pdf/bullying/sticks_and_stones.pdf

Abstract: Educators and the public alike are often perplexed with the enormous and evolving cyber mise en scene. Youth of the digital generation are interacting in ways our fore-mothers and fathers never imagined – using electronic communications that until 30 years ago never existed. This article reports on a study of cyber-bullying conducted with students in grades 6 through 9 in five schools in British Columbia, Canada. Our intent was to quantify computer and cellular phone usage; to seek information on the type, extent and impact of cyber-bullying incidents from both bullies’ and victims’ perspectives; to delve into online behaviours such as harassment, labelling (gay, lesbian), negative language, sexual connotations; to solicit participants’ solutions to cyber-bullying; to canvass their opinions about cyber-bullying and to inquire into their reporting practices to school officials and other adults. This study provides insight into the growing problem of cyber-bullying and helps inform educators and policy-makers as to appropriate prevention or intervention measures to counter cyber-bullying. [PUBLICATION ABSTRACT]

Author(s): Beran, T., & Li, Q.

Title: The relationship between cyberbullying and school bullying.

Journal: The Journal of Student Wellbeing

URL: http://www.ojs.unisa.edu.au/index.php/JSW/article/view/172

Abstract: Many children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7â€“9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning.

Author(s): Li, Q.

Title: Cyberbullying in schools: An examination of preservice teachers’ perception.

Journal: Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie

Abstract: This study examines preservice teachers’ perceptions about cyberbullying. Specifically, the following questions guide the research: (i) To what extent are preservice teachers concerned about cyberbullying? (ii) How confident are preservice teachers in managing cyberbullying problems? (iii) To what extent do preservice teachers feel prepared to deal with cyberbullying? (iv) To what extent do preservice teachers think that school commitment is important? Survey data were collected from 154 preservice teachers enrolled in a two-year post-degree program in a Canadian university. The results show that although a majority of the preservice teachers understand the significant effects of cyberbullying on children and are concerned about cyberbullying, most of them do not think it is a problem in our schools. In addition, a vast majority of our preservice teacher have little confidence in handling cyberbullying, even though the level of concern is high.

Title: A cross-cultural comparison of adolescents’ experience related to cyberbullying.

Journal: Educational Research

URL: http://www.tandfonline.com/doi/abs/10.1080/00131880802309333

Abstract: Background and purpose: This study explores the issues of cyberbullying from a cross-cultural perspective. The focus is on the examination of the extent of a sample of Canadian and Chinese adolescents’ experiences and possible culture differences related to bullying and cyberbullying.

Title: Cyberbullying in schools: A research of Gender Differences

Journal: School psychology international

URL: http://eclass.uoa.gr/modules/document/file.php/PPP357/cyberbullying%20in%20schools.pdf

Abstract: This study investigates the nature and the extent of adolescences’ experience of cyberbullying. A survey study of 264 students from three junior high schools was conducted. In this article, ‘cyberbullying’ refers to bullying via electronic communication tools. The results show that close to half of the students were bully victims and about one in four had been cyber-bullied. Over half of the students reported that they knew someone being cyberbullied. Almost half of the cyberbullies used electronic means to harass others more than three times. The majority of the cyber-bully victims and bystanders did not report the incidents to adults. When gender was considered, significant differences were identified in terms of bullying and cyberbullying. Males were more likely to be bullies and cyberbullies than their female counterparts. In addition, female cyberbully victims were more likely to inform adults than their male counterparts.