Antonella Brighi

The emotional impact of bullying and cyberbullying on victims: a European cross-national study

Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying.

Predictors of victimisation across direct bullying, indirect bullying and cyberbullying

Cyberbullying may sometimes be an extension of traditional bullying. However, some particular features of cyberbullying suggest that it may have a distinct causal pathway, due to the social context of a virtual environment within which peer social processes occur. Moreover, boys and girls may perceive and respond differentially to their social context, which may heighten the risk for victimisation. This study aimed to describe how the perceived relational context (school, peers and family) may influence the probability of becoming a victim, in both offline and virtual contexts, among boys and girls. A questionnaire, measuring school climate; global, family and peer self-esteem; loneliness in relationship with parents and peers; and victimisation in traditional direct, traditional indirect and cyberbullying, was completed by 2326 Italian adolescents (mean age 13.9 years). For traditional victimisation, significant predictors were loneliness in relations with peers and a negative perception of school climate, in both males and females, while younger age (for direct victimisation) and lower global self-esteem (for indirect victimisation) were predictors for males only. For cybervictimisation, involvement as either a direct or an indirect victim was a very strong predictor for both males and females, but with an element of distinction compared to traditional victimisation, as lower self-esteem in family relationships was a predictor of cybervictimisation for males, while parent loneliness was a predictor for females. Implications for understanding the continuity/discontinuity between traditional bullying and cyberbullying, and for the development of intervention strategies, taking into account some differences by gender, are discussed.

Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire

Cyberbullying is a dynamic relationship between the aggressor and the victim.Establishing the prevalence of cyberbullying is difficult due to the instruments used.The instrument validated integrates the traditional bullying characteristics.Differences in prevalence of cyberbullying among countries using a single instrument. During the last decade, cyberbullying has become an increasing concern which has been addressed by diverse theoretical and methodological approaches. As a result there is a debate about its nature and rigorously validated assessment instruments have not yet been validated. In this context, in the present study an instrument composed of 22 items representing the different types of behaviours and actions that define cyberbullying has been structurally validated and its cross-cultural robustness has been calculated for the two main dimensions: cyber-victimization and cyber-aggression. To this end, 5679 secondary school students from six European countries (Spain, Germany, Italy, Poland, United Kingdom, and Greece) were surveyed through this self-report questionnaire which was designed based on previously existing instruments and the most relevant conceptual elements. Exploratory and confirmatory factor analyses were conducted and the global internal consistency was computed for the instrument and its two dimensions. Identical factor structures were found across all of the six subsamples. The results contribute to existing research by providing an instrument, the European Cyberbullying Intervention Project Questionnaire, which has been structurally validated in a wide sample from six different countries and that is useful to evaluate psycho-educative interventions against cyberbullying.

A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data from Six European Countries.

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.

The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?

This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has focused on practitioner–child relations; yet, children undertaking these activities spend the majority of their time with peers and away from the presence of practitioners. Data were collected in two early education settings in each of the countries, using as research tools: descriptive narrative contextual information (concerning structure, size, curriculum framework), mapping of interpersonal activity, reflective rating scales (concerning nature of cognitive tasks and support for children’s interactions) and practitioner interviews (concerning children’s interactions for learning and development). Results identified some variation in frameworks, activity and practice between the partner countries but noted more generally that children are found in distinct pedagogic ‘worlds’ when acting/interacting with practitioners and peers. These pedagogic worlds were separated by size and composition of grouping, activities and communication. The pedagogic worlds also related to task and interpersonal support for learning and development within settings. Interviews with practitioners showed a concern to promote children’s social development but a consistent focus on individual children’s development (rather than a social focus on all children). Conclusions identify that the distinctive pedagogic ‘worlds’ may be the source of social exclusion (especially among peers) and question how practitioners may more fully integrate/support a socio‐constructive basis of cognitive activities into peer‐based interactions. Cette étude cherche à identifier et comparer les caractéristiques du contexte socio‐pédagogique des activités cognitives dans un ensemble de services de la petite enfance de six pays européens (Angleterre, Finlande, Grèce, Italie, Espagne et Suède). Les recherches antérieures sur le contexte social dans lequel les activités cognitives/d’apprentissage prennent place sont centrées sur les relations praticien‐enfant; pourtant les enfants qui entreprennent ces activités passent la majorité de leur temps avec leurs pairs et hors de la présence des praticiens. Les données ont été recueillies dans deux services de la petite enfance dans chacun des pays, à l’aide des instruments de recherche suivants: description du contexte (structure, taille, cadre curriculaire), caractérisation de l’activité interpersonnelle, échelles d’évaluation réflectives (nature des tâches cognitives et soutien des interactions des enfants) et entretiens avec les praticiens (interactions des enfants pour se developper et apprendre). Les résultats indiquent quelques variations dans les cadres, les activités et les pratiques entre les pays partenaires, mais ils montrent plus généralement les ‘mondes’ pédagogiques distincts dans lesquels se trouvent les enfants lorqu’ils agissent et interagissent avec les praticiens et les autres enfants. Ces mondes pédagogiques se distinguent par la taille et la composition du groupe, par les activités et la communication, ainsi que par les tâches et le soutien interpersonnel du développement et des apprentissages au sein des services. Les entretiens avec les praticiens indiquent un intérêt pour la promotion du développement social des enfants, mais aussi une centration sur le développement individuel des enfants (plutôt qu’une centration sociale sur tous les enfants). Nous concluons sur le fait que ces mondes pédagogiques peuvent être source d’exclusion sociale (surtout entre enfants) et nous nous questionnons sur la façon dont les praticiens pourraient intégrer/soutenir davantage une base socio‐constructive des activités cognitives dans les interactions entre enfants. In dieser Studie sollten Merkmale des sozialen pädagogischen Kontexts von kognitiven Aktivitäten in einer Stichprobe von frühpädagogischen Settings in sechs europäischen Ländern (England, Finnland, Griechenland, Italien, Spanien und Schweden) identifiziert und verglichen werden. Frühere Forschung über den sozialen Kontext, innerhalb dessen kognitive Lernaktivitäten stattfinden, hat auf die Praktiker‐Kind‐Beziehung fokussiert; aber Kinder, die diese Aktivitäten ausführen, verbringen die meiste Zeit mit Gleichaltrigen und außerhalb der Präsenz des Praktikers. In jeweils zwei frühpädagogischen Settings der beteiligten Länder wurden Daten erhoben, wobei als Forschungsinstrumente eingesetzt wurden: deskriptive narrative kontextbezogene Information (zu Struktur, Größe, Curriculum und Rahmenbedingungen), Registrieren interpersoneller Aktivitäten, reflexive Einschätzskalen (zur Art der kognitiven Aufgaben und Unterstützung für die kindlichen Interaktionen) und Interviews mit den Praktikern (zu den kindlichen Interaktionen in Hinsicht auf Lernen und Entwicklung). Die Ergebnisse zeigten Unterschiede in den Rahmenbedingungen, der Aktivität und Praxis zwischen den Partnerländern und wiesen allgemeiner in die Richtung, dass die Kinder sich in unterschiedlichen pädagogischen ‘Welten’ befinden, wenn sie mit Praktikern und Gleichaltrigen agieren und interagieren. Diese pädagogischen Welten unterscheiden sich hinsichtlich Größe und Zusammensetzung der Gruppen, der Aktivitäten und der Kommunikation. Die pädagogischen Welten bezogen sich auch auf die Aufgaben und die interpersonelle Unterstützung für das Lernen und die Entwicklung innerhalb der Settings. Die Interviews mit den Praktikern zeigten das Bemühen um die Förderung der sozialen Entwicklung der Kinder, aber einen konsistenten Fokus auf die individuelle Entwicklung der Kinder, und nicht einen sozialen Fokus auf alle Kinder. In den Schlussfolgerungen wird gezeigt, dass die distinkten pädagogischen “Welten” die Quelle von sozialer Exklusion sein können (speziell unter den Gleichaltrigen) und es wird danach gefragt, wie die Praktiker in größerem Umfang eine sozio‐konstruktive Basis kognitiver Aktivitäten in die Gleichaltrigen‐Interaktionen integrieren bzw. diese unterstützen können. Este estudio pretendía identificar y comparar las características del contexto pedagógico social de actividades cognitivas en una muestra de ambientes de ecuación infantil en seis países Europeos (Inglaterra, Finlandia, Grecia, Italia, España y Suiza). La investigación previa relacionada con el contexto social dentro del cual se producen actividades de aprendizaje/cognitivo se ha centrado en las relaciones entre educador y alumno. Sin embargo, los niños que realizan estas actividades pasan la mayor parte de su tiempo con sus compañeros y lejos de la presencia del educador. Los datos fueron recogidos en dos aulas de educación infantil en cada uno de los países, usando las siguientes herramientas de investigación: La información contextual narrativa descriptiva (referida a la estructura, medida, y marco curricular), una configuración de la actividad interpersonal, escalas de de puntuación reflexiva (referidas a la naturaleza cognitiva de la tareas y al apoyo de las interacciones de los niños) y entrevistas con los educadores (referidas a las interacciones de los niños para el aprendizaje y el desarrollo). Los resultados indicaron alguna variación en los marcos de referencia, la actividad y la practica entre los países, pero se observó que los niños están en distintos ‘mundos’ pedagógicos cuando interactúan/actúan con los educadores y sus compañeros. Estos mundos pedagógicos están relacionados con la tarea y el apoyo interpersonal para el aprendizaje y el desarrollo dentro de sus contextos. Las entrevistas con los educadores mostraron una preocupación por promover el desarrollo social de los niños pero un interés consistente en el desarrollo individual de los niños (más que un interés social sobre todos los niños). Las conclusiones identifican que los mundos pedagógicos característicos pueden ser fuente de exclusión social (especialmente entre compañeros) y cuestiona como los educadores podrían plenamente apoyar/integrar actividades cognitivas con una base socio‐constructiva dentro de las relaciones entre iguales.

Cyberbullying in the Era of Digital Relationships: The Unique Role of Resilience and Emotion Regulation on Adolescents’ Adjustment

Abstract Purpose In this study, we aimed at examining the unique and interactive effects of peer violence in cyberspace on adolescents’ emotion regulation and socioemotional adjustment, as well as the mediational role of resilience in the link between adolescent’s pathogenic relational experiences and behavioral outcomes. Specifically, we intended to explore emotion differentiation and regulation in reaction to bullying perpetration and victimization and in terms of positive (proud, confident, good) and negative (ashamed, excited, guilty), Passive (sad, embarrassed, humiliated) and Reactive (angry, scared) emotions and how it impacted and predicted positive and negative outcomes. Methodology/approach A stratified convenient sample of 494 Italian students aged 13–19 years (M = 15.27, SD = 1.23) was selected to represent all different school types in Italy and the students were administered a self-report questionnaire on school bullying involvement. General Linear Models, ANOVA, and T-tests were employed to explore gender differences, the relationships between variables, and their contribution to the predictive model. A two-step Cluster analysis was used to profile adolescents based on patterns of resilience, health outcomes, and cyberbullying involvement. Findings Results showed significant gender differences, with females using internet and Facebook more than males and being more resilient, positive, and prosocial, but also responding to victimization with higher levels of alienation, anger, humiliation, and psychosomatic and emotional symptoms. Males perpetrated peer violence more than females, were less likely to be victimized, and were generally less emotionally impacted by it. Victimization rates (63.7%, n = 296) were higher than perpetration rates (51.7%, n = 233) and bully-victimization was prevalent (47.1%). Victims prevalently experienced passive emotions (sadness, humiliation, embarrassment) while perpetrators experienced negative ones (guilt and shame). Cluster analysis evidenced different pathways and trajectories of resilience and cyberbullying involvement: Resilient victims (RV), Healthy uninvolved (HU), Healthy Bullies (HB), Alienated Bully-Victims (ABV), and Resilient Bully-Victims (RBV). RV, HU, and HB resulted all well-adjusted, despite the different involvement in cyberbullying, and also RBV and despite the double involvement in cyberbullying, ABV were the only maladjusted and at-risk group in our sample characterized by very low Positivity, very low Resilience, and extremely high Alienation. Research implications This study proposes a comprehensive, developmental, ecological, relational, and self-regulatory resilience approach to cyberbullying, which represents an innovative and advanced contribution to the literature with significant implication for research and practice. Fully understanding and measuring the emotional impact of cyber peer violence and resilience following cyberbullying victimization and perpetration can help in developing targeted interventions for both victims and bullies. This study highlighted the need for a self-regulatory model of resilience for modulating emotions, arousal, and behaviors across contexts, relationships, and difficulties. It also evidenced that moderate levels of resilience and positivity are sufficient to buffer youth from involvement in cyberbullying and to predict healthy adjustment and less pathological outcomes. Originality/value By profiling adolescents based on resilience levels, health outcomes, and cyberbullying involvement, we evidenced five distinct trajectories of risk evaluation for cyberbullying beyond participating roles. Our results confirmed the fundamental importance of assessing resilience and emotion regulatory resources together with peer violence involvement in identifying and targeting adolescents at risk.

Adolescents at Risk of Delinquency. The Role of Parental Control, Trust, and Disclosure

ABSTRACT This study investigates the role of parental control, trust, and disclosure as protective factors on individual and peer-group delinquency in a sample of 1420 Italian high school students aged from 14 to18 (Mage = 15.59, SDage = 1.17), representative of the adolescent student population in Rimini (57.3% males and 42.7% females). A cluster analysis identified different patterns of parental monitoring, associated with different levels of involvement in individual and group delinquency during adolescence. The results showed parental trust, control, and adolescent disclosure to be inversely associated with violent behaviors. Our results challenge the assumption that greater parental control can reduce preadolescents’ antisocial behavior.

Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England

This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively.