Petra Gradinger

Traditional Bullying and Cyberbullying

We investigated the co-occurrence of traditional bullying, cyberbullying, traditional victimization, and cybervictimization, and analyzed whether students belonging to particular groups of bullies (e.g., traditional, cyber, or both), victims (e.g., traditional, cyber, or both), and bully-victims differed regarding adjustment. Seven hundred sixty-one adolescents (49% boys) aged 14–19 years (M = 15.6 years) were surveyed. More students than expected by chance were totally uninvolved, more students were traditional bully-victims, and more students were combined bully-victims (traditional and cyber). The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). In addition gender differences were examined.

Social relationships in multicultural schools: Bullying and victimization

The study investigated victimization and bullying in Native Austrians and three groups of immigrants living in Austria. The sample comprised 280 pupils (133 girls, 147 boys) in school grades 5 – 8. Data were collected via self-assessments and peer nominations. For data analysis, in the first step, a variable centred approach using MANOVAs was applied to analyse whether there are gender and cultural group differences in levels of victimization and bullying. Native Austrian pupils were found to score higher in victimization and bullying according to self-assessments and they were also found to be more often nominated as victims by their peers than the three immigrant groups. However, the correlations between self-assessments and peer nominations were quite low for both victimization (r = .38, p < .01) and bullying (r = .20, p < .01) indicating that only a small number of pupils could be identified as “true” victims or “true” bullies on the basis of both measures. Thus, a person-centred approach using configural frequency analyses (CFAs) was applied to investigate whether first- or higher-order relationships exist between self-assessment (as bully or victim), peer-nomination (as bully or victim), gender, and cultural group. For victimization, two typical variable patterns could be identified: More Austrian boys and more Turkish boys than expected by chance were found to be “true” victims (identified by self-assessment and peer nomination). For bullying, one type could be identified. More Austrian boys than expected by chance were found to be “true” bullies. In addition, these victim/bully subgroups were compared for positive peer relations and self-esteem.

Cyber-victimization and popularity in early adolescence: Stability and predictive associations

The present study examined: (1) the one-year stability of cyber-victimization; (2) the temporal sequence of cyber-victimization and traditional victimization; and (3) popularity and perceived popularity as possible antecedents and consequences of cyber-victimization and traditional victimization. The sample comprised 665 early adolescents (356 boys, 309 girls) aged 11.63 (SD = 0.84) at Time 1. Data were collected using self- and peer reports. To test for the temporal sequence a cross-lagged panel design was used. Traditional victimization, popularity and perceived popularity were moderately stable for both boys and girls. Cyber-victimization was neither stable during a one-year period, nor could it be predicted by traditional victimization, popularity or perceived popularity. Instead, cyber-victimization fostered popularity in girls. The implications of these findings are discussed.

Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program

It is well-documented that cyberbullying and victimization co-occur with traditional forms indicating that they share similar mechanisms. Therefore, it was hypothesized that the general antibullying program ViSC might also be effective in tackling these new forms of bullying. A longitudinal randomized control group design has been applied to examine the program effectiveness in 18 schools. In total, 2,042 students in Grades 5 to 7 (47.3% girls) aged 11.7 (SD = 0.9) attending 105 classes participated in the study. Utilizing a multiple group bivariate latent change score model controlling for traditional aggression, traditional victimization, and age, results demonstrate program effectiveness for cyberbullying (latent d = 0.39) and cyber victimization (latent d = 0.29) indicating that these behaviors reflect a systemic (school) problem.

Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization: Class and individual level moderators

We investigated whether the general anti-bullying program ViSC sustainably prevents cyberbullying and cyber-victimization. A longitudinal randomized control group design was used to examine (i) program effectiveness immediately after a 1 year implementation phase and (ii) sustainable program effects 6 months later taking several moderators on the class level (class climate and ethnic diversity) and on the individual level (gender, age, internet usage, traditional bullying/victimization) into account. Effectiveness (e.g., the change between waves 2 and 1) was examined in 2,042 students (47.6% girls), aged 11.7 years (SD = 0.88) enrolled in 18 schools and 103 classes. Sustainability (e.g., the change between waves 3 and 2) was examined in a sub-sample of 6 schools and 35 classes comprising 659 students. The self-assessment multiple-item scales showed longitudinal and multiple group invariance. Factor scores were extracted to compute difference scores for effectiveness (Posttest minus Pretest) and sustainability (Follow-up test minus Posttest) for cyberbullying and cyber-victimization. Multilevel Modeling was applied to examine (i) the effectiveness and (ii) the sustainability of the ViSC intervention controlling for several individual and class level variables. Controlling for covariates, it was demonstrated that the ViSC program is effective in preventing cyberbullying and cyber-victimization and that the effects are sustainable after 6 months. The consequences for cyberbullying prevention are discussed.

Bullying prevention in schools by targeting cognitions, emotions, and behavior: evaluating the effectiveness of the REBE-ViSC Program

The effectiveness of a class-based antibullying prevention program on cognitions, emotions, and behaviors was investigated. The program consists of a cognitive-behavioral (Rational Emotive Behavioral Education; REBE) and a behavioral (Viennese Social Competence; ViSC) component. The REBE program is based on rational emotive behavioral theory and contains 9 student lessons. The ViSC program is based on social learning theory and comprises 10 student lessons. The order of the programs was experimentally manipulated. The REBE-ViSC program was implemented in 5 schools (14 classes), the ViSC-REBE program was implemented in 3 schools (9 classes), and 3 schools (11 classes) served as an untreated control group. Data were collected during 1 school year at pretest, midpoint, and posttest. Emotions (overt and internalizing anger), cognitions (learning and entitlement), and behaviors (bullying perpetration and bullying victimization) were measured with self-assessments. To examine the effectiveness of the REBE-ViSC/ViSC-REBE program, multilevel growth models were applied (time points at Level 1, individuals at Level 2, and classes at Level 3). The analyses revealed that the program effects differed depending on the order of the programs. The REBE-ViSC condition was more effective in changing negative emotions than the ViSC-REBE condition; both experimental conditions were effective in reducing dysfunctional cognitions, whereas no behavioral change was found in the 2 experimental groups when compared with the control group. To improve program effectiveness regarding behavioral changes, a multilevel whole-school approach including a teacher component is recommended.

A Euclidean Distance-Based Matching Procedure for Nonrandomized Comparison Studies

For intervention programs that are applied in natural settings, randomization often is difficult or impossible to achieve. If treated individuals are compared with individuals from a nonrandomized comparison group, the inference of causality can be biased. Similar distributions in the relevant characteristics of the treatment and the comparison groups cannot be expected. To adjust between-group comparisons for preexisting differences, this article proposes a simple matching procedure. This procedure involves pairing of treatment and comparison individuals based on observable characteristics, using Euclidean distance scores. Application of the proposed Euclidean-distance matching (EuM) procedure to data from the Viennese E-Lecturing (VEL) project yields satisfying results. Possible generalizations and applications of the EuM procedure are discussed.

The implementation and evaluation of the ViSC program in Cyprus: challenges of cross-national dissemination and evaluation results

Abstract The ViSC program is a socio-ecological anti-bullying program that has been developed, implemented and rigorously evaluated in Austria. The main goals of the present study were (1) to implement the ViSC program with high fidelity in Cyprus and (2) to investigate the program effectiveness within a quasi-experimental longitudinal study. To tackle bullying on different levels in the educational system, a cascaded train-the-trainer model has been realized. Nine permanent staff members of the Cypriot Ministry of Education were trained as multipliers by researchers. These multipliers trained teachers in three Cypriot schools and teachers trained their students. To investigate the effectiveness of the program, data from students of three intervention and three control schools was collected via self-assessments at pre-test (October–November 2012), post-test (April–May 2013) and follow-up (March–April 2014). In total, 1752 grade 7 and 8 students (602 intervention, 1150 control group) with a mean age of 12.6 (SD = .60) at pre-test, nested in 82 classes and 6 schools participated. To investigate the program effectiveness regarding the reduction of victimization and aggressive behavior, multilevel growth models were applied (time points at level 1, individuals at level 2, and classes at level 3). The analyses revealed that the program effects differed depending on the grade level of the students. Overall, the program was more effective for grade 7 compared with grade 8 students. In grade 8, bullying and victimization increased more in the intervention group compared with the control group at time 2, but also steeper decreased at time 3 indicating a sensitizing effect of the program.

Cross-National Prevalence of Traditional Bullying, Traditional Victimization, Cyberbullying and Cyber-Victimization: Comparing Single-Item and Multiple-Item Approaches of Measurement

Many large-scale cross-national studies rely on a single-item measurement when comparing prevalence rates of traditional bullying, traditional victimization, cyberbullying, and cyber-victimization between countries. However, the reliability and validity of single-item measurement approaches are highly problematic and might be biased. Data from three countries were used as an example case to compare the singleand multiple-item approaches from a substantial and a statistical point of view. The sample comprised 671 Austrian (46.3% girls), 691 Cypriot (45.9% girls), and 604 Romanian (46.7% girls) 12 year old students. Data were collected via self-assessments with single and multiple-items. Because scalar measurement invariance could be established for the multiple-item measurement approaches, latent means between the three countries were compared. Substantial results of the singleand multiple-item approach did not differ for traditional bullying and traditional victimization, but differed for cyberbullying and cyber-victimization. As a consequence, we suggest using carefully validated multiple-item scales for cross-national comparisons.

Academic, Socio-Emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons.

The present paper (1) examined variables which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = .86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cybervictimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socioemotional variables. Implications for intervention and prevention are discussed.