Julian Dooley

Cyberbullying Versus Face-to-Face Bullying A Theoretical and Conceptual Review

Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying.

Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents

BackgroundCyber-bullying (i.e., bullying via electronic means) has emerged as a new form of bullying that presents unique challenges to those victimised. Recent studies have demonstrated that there is a significant conceptual and practical overlap between both types of bullying such that most young people who are cyber-bullied also tend to be bullied by more traditional methods. Despite the overlap between traditional and cyber forms of bullying, it remains unclear if being a victim of cyber-bullying has the same negative consequences as being a victim of traditional bullying.MethodThe current study investigated associations between cyber versus traditional bullying and depressive symptoms in 374 and 1320 students from Switzerland and Australia respectively (52% female; Age: M = 13.8, SD = 1.0). All participants completed a bullying questionnaire (assessing perpetration and victimisation of traditional and cyber forms of bullying behaviour) in addition to scales on depressive symptoms.ResultsAcross both samples, traditional victims and bully-victims reported more depressive symptoms than bullies and non-involved children. Importantly, victims of cyber-bullying reported significantly higher levels of depressive symptoms, even when controlling for the involvement in traditional bullying/victimisation.ConclusionsOverall, cyber-victimisation emerged as an additional risk factor for depressive symptoms in adolescents involved in bullying.

Aggression after paediatric traumatic brain injury: A theoretical approach

Primary objective: To examine aggression in adolescent males with and without traumatic brain injury (TBI). Design: Quasi-experimental, matched-participants design. Methods: Thirty-nine adolescents were examined, including a TBI group (n= 11) and a matched, uninjured comparison group (n= 28). Participants with TBI were injured an average of 8.3 years (SD = 4.2 years) prior. Participants and parents completed the Youth Self Report (YSR) and the Child Behavior Checklist (CBCL), both measures of global psychopathology. In addition, the theoretically-driven Reactive and Proactive Aggression Questionnaire (RPQ) and the Form of Aggression Scale (FAS) were completed. Main outcomes and results: When compared using the YSR and CBCL, no group differences were detected. In contrast, using the self-report RPQ, participants with TBI reported more reactive and proactive aggression than non-injured peers. Using the FAS, participants with TBI reported engaging in aggression out of frustration and not to dominate or acquire objects. Conclusion: Aggressive behaviours are a long-term outcome after paediatric TBI. Measures of global psychopathology do not permit detailed examination of specific behaviour problems such as aggression, which may provide inaccurate data from which to derive incidence rates. In contrast, theoretically-driven measures can provide greater insight into post-TBI aggression with important treatment implications.

The Forms of Bullying Scale (FBS): validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Although numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant, and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed on the basis of existing instruments, for use with 12- to 15-year-old adolescents to economically, yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from 2 independent studies of 3,496 Grade 8 and 783 Grade 8-10 students, respectively. Construct validity of scores on the FBS was shown in confirmatory factor analysis. The factor structure was not invariant across gender. Strong associations between the FBS-V and FBS-P and separate single-item bullying items demonstrated adequate concurrent validity. Correlations, in directions as expected with social-emotional outcomes (i.e., depression, anxiety, conduct problems, and peer support), provided robust evidence of convergent and discriminant validity. Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration, as well as being useful to measure involvement in the different forms of bullying behaviors. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

A preliminary investigation of moral reasoning and empathy after traumatic brain injury in adolescents

Abstract Primary objective: Traumatic brain injury (TBI) sustained during childhood can affect a number of socio-cognitive skills; however, little attention has focused on the integrity of moral reasoning in the assessment of post-TBI social sequelae and the role of empathy and intelligence on moral maturity. Research design: In a quasi-experimental, cross-sectional research design, moral reasoning maturity and empathy in adolescents with mild-to-severe TBI (n = 25) were compared to typically-developing peers (n = 66). Methods and procedures: Participants were administered the So-Moral and So-Mature, tasks of socio-moral reasoning and maturity, the Index of Empathy for Children and Adolescents, the Wechsler Abbreviated Scale of Intelligence and a demographic questionnaire. Main outcomes and results: Participants with TBI had significantly lower levels of moral reasoning maturity. Further, adolescents with moderate-to-severe TBI had lower levels of empathy. Empathy correlated positively with moral reasoning abilities and, together with intellectual function, predicted a small, but significant proportion of moral reasoning outcome. Conclusions: Youth who sustained TBI during childhood have poorer moral reasoning abilities than their non-injured peers, potentially placing them at risk for poor social decision-making and socially maladaptive behaviour. This can have a significant impact on long-term social functioning.

The association between the mental health and behavioural problems of students and their reactions to cyber-victimization

Cyber-victimization is associated with mental health and behavioural problems and, consequently, young people need effective coping strategies. This study examined the relationship between the aggressive, assertive and passive actions of students after cyber-victimization and their mental health and behavioural problems. In total, 472 students reported being cyber-victimized (primary n = 101, secondary n = 371) and taking action. Student actions did not predict depressive or emotional symptoms. Students who responded aggressively used significantly fewer assertive strategies, had more conduct and hyperactivity problems, more overall difficulties, and fewer prosocial behaviours than students who responded assertively but not aggressively. Primary students reported more emotional symptoms and peer problems than secondary students. This study has important implications for the type (e.g., prosocial ICT skills, assertive skills training) and timing of the support provided to students who are cyber-victimized.

Sustainability and action research in universities: Towards knowledge for organisational transformation

– Academic approaches to the challenge of enhancing sustainability in research in university contexts illustrate that universities are affected by the very same values and socio-ecological issues they set out to address, making transformation difficult at every level. A theoretical and practical framework designed to facilitate cultural transformation is therefore necessary for conceptualising the problem and delineating possible strategies to enhance sustainability in research. Organisational change is also required, possibly on a university-by-university basis, where cross-institutional learning may be possible with personal behaviours that enhance collaboration across disciplinary and administrative divides. , – This paper contends that action research, in particular, community action research (CAR), offers the best approach to this task because it focusses on learning and change, and these are both essential to cultural transformation. A case study from a university in Western Australia is used to demonstrate this approach. , – The case study analysis shows some evidence for the presence of knowledge for organisational transformation, and that future monitoring cycles will be needed to detect the extent of the change. , – The paper introduces CAR as an approach to advance the change for sustainability in higher education and discusses some of the implications for universities who are looking to incorporate sustainability as a major part of their culture.

Adolescent Bully-Victims: Social Health and the Transition to Secondary School.

This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed.

Cognitive and physical symptoms of concussive injury in children: a detailed longitudinal recovery study

Background Recovery from concussion sustained in childhood and adolescence is poorly understood. We explored patterns of recovery for neurocognition and postconcussive symptoms following concussion in children and adolescents. Methods Using a prospective, longitudinal design, we collected baseline data on 728 children and adolescents aged 10–17 years. 10 participants sustained a concussive injury (n=10) in the 12 months following baseline testing and they were reviewed at day 5, 10 and 30 postconcussion. Assessments included the CogSport for Kids computerised test battery to evaluate neurocognitive function and self-report, and parent measures of postconcussive symptoms. At day 30, parents also completed measures rating their childs quality of life and executive functions. Results Children and adolescents displayed a gradual reduction in postconcussive symptoms over the 30 days following injury. At day 5, 87% of participants were reporting physical and cognitive symptoms, with a generalised reduction in all symptoms by day 10 (40% of participants). On the computerised measure, reaction time was slower after concussion, but returned to baseline levels by day 30. At day 30, 10% of participants demonstrated ongoing postconcussive symptoms. Number of previous concussions was related to speed of symptom resolution. Conclusions At 5 days postconcussion, the majority of children and adolescents experienced debilitating postconcussive symptoms. However, by 30 days postinjury, 90% demonstrated recovery to normal for both neurocognition and postconcussive symptoms.

Cyberbullying in Australia: Is School Context Related to Cyberbullying Behavior

Information and Communication Technologies (ICT) permeate all aspects of society in Australia. Since the introduction of the Internet into Australia some 20 years ago the majority of Australian households (72% in 2008 – 2009) have access to the Internet (Australian Bureau of Statistics, 2009). By mid-2009 over 24 million active mobile phones services were used in Australia, more than one phone per person (Australian Communications and Media Authority, 2010). Increasingly young people are entering the mobile phone market with 76% of 12 to 14 year olds having their own phone (Australian Bureau of Statistics, 2010). Despite the infiltration of mobile phones into the youth market, the majority of phone contact (60%) made is to family members rather than peers (Australian Bureau of Statistics, 2009).