School Bullying and Cyberbullying Among Adolescents

sfruttare le potenzialità del "digitale forte", guidandone gli usi secondo un'idea coerente di quali siano gli obiettivi formativi da raggiungere. E pertanto capace di fornire le competenze necessarie perché tutti i soggetti riescano a partecipare alla cultura in modo attivo, responsabile, critico e (più) creativo.

The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially o...

Marek górka (red�), Cyberbezpieczeństwo dzieci i młodzieży. Realny i wirtualny problem polityki bezpieczeństwa, Wydawnictwo Difin, Warszawa 2017, ss. 350 Recenzowana monografia wieloautorska pod redakcją Marka Górki, uznanego eksperta w dziedzinie cyberbezpieczeństwa, to interesująca publikacja przeznaczona dla szerokiej rzeszy teoretyków, jak i praktyków w osobach nauczycieli, pedagogów oraz samych rodziców. Jak podkreśla sam redaktor, całościowa analiza zagrożeń związanych z funkcjonowaniem dzieci i młodzieży w cyberprzestrzeni, to problem obejmujący szereg dyscyplin naukowych. Należy podkreślić, iż Markowi Górce udało się nakłonić do współpracy blisko trzydziestu autorów, co w świetle powyższego, jak również w czasach spadku popularności prac zbiorowych należy uznać za spore osiągnięcie redaktora. Być może warto by nieco inaczej ułożyć prace poszczególnych autorów w ramach czterech rozdziałów, które składają się na książkę. Bez zwątpienia, najbardziej spójne tematycznie są rozdziały 3. i 4., najmniej zaś pierwszy. Z drugiej strony, prawem redaktora jest dokonać subiektywnego wyboru co do doboru i ułożenia tekstów w redagowanej przez niego publikacji, ponadto w tym wypadku nie można mu stawiać w tym względzie poważniejszych zarzutów. Należy podkreślić, iż struktura książki jest przejrzysta oraz bogata w treści odnoszące się do tematu całej pracy. Wybrana przez redaktora naukowego kolejność rozdziałów jest klarowna i logiczna, w kompleksowy sposób obejmując tym samym obszar badawczy zawarty zarówno w temacie książki, jak i we wstępie pracy. Poszczególni autorzy trafnie wykorzystują dorobek naukowy innych badaczy, dzięki czemu praca nabiera również cech syntezy naukowej dotychczasowego stanu badań. Ponadto, część z nich przeprowadziła szeroko zakrojone badania wśród dzieci, młodzieży oraz ich rodziców, co stanowi niewątpliwie kolejny walor recenzowanej pracy. Recenzent z czystym sumieniem może polecić pracę pod redakcją Marka Górki wszystkim rodzicom i nauczycielom, którzy chcieliby rozszerzyć swoją wiedzę na temat zagrożeń związanych z powszechnym dostępem do globalnej Sieci i tym samym uchronić przed nimi dzieci oraz młodzież. Recenzowana publikacja swoją obszernością oraz marką Wydawnictwa Difin sprawia słuszne wrażenie publika-

The article focuses on engagement of young people in online risk behaviours. Such engagement is analyzed from the perspective of two main socialization environments – school and a family. The overview of existing research data confi rms the importance of those environments as factors infl uencing involvement in various online risk behaviours through two mechanisms: general quality of schools and families (relations with adults, confl icts, etc.) and specifi c measures in the fi eld of media education. The article presents conclusions on general directions in media education conducted in schools and

Bullying and cyberbullying have negative consequences on adolescents’ mental health. The study had two objectives: 1) to analyze possible differences in sexual orientation (heterosexual and non-heterosexual) in the percentage of victims and aggressors of bullying/cyberbullying, as well as the amount of aggressive behavior suffered and carried out; 2)
to compare the mental health of adolescent heterosexual and non-heterosexual victims, aggressors, cybervictims, and cyberaggressors. Participants included 1,748 adolescents from the Basque Country, aged between 13 and 17 years (52.6% girls, 47.4% boys), 12.5% non-heterosexuals, 87.5% heterosexuals, who completed 4 assessment instruments. A descriptive and comparative cross-sectional methodology was used. The results confirm that: 1) the percentage of victims and cybervictims was significantly higher in non-heterosexuals, but the percentage of heterosexual and non-heterosexual
aggressors and cyberaggressors was similar; 2) non-heterosexual victims and cybervictims had suffered significantly more aggressive bullying/cyberbullying; 3) non-heterosexual victims and aggressors of bullying exhibited significantly more depression, social anxiety, and psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity…) than heterosexuals; 4) non-heterosexual cybervictims and cyberaggressors displayed more depression and
more psychopathological symptoms, but no differences were found in social anxiety. The importance of intervening from the family, school, and society to reduce bullying/cyberbullying and enhance respect for sexual diversity is discussed.

That internet is developing fast and its cost is becoming cheaper rapidly increases the number of people using this technology. Although internet provides miscellaneous benefits for the users, it also causes them to encounter certain difficulties. Particularly, those young people, who leave their families to study at a university spend most of their time on the internet because of such personal and social problems as having low satisfaction from life, having social anxiety, not being able to communicate or establish relationships and feeling lonely. And this could lead to internet addiction in young people. The aim of this study is to discuss the internet addiction levels of freshmen and sophomores at university within the scope of educational theories and to predict addiction according to various variables. Survey method is used in the study. The study was carried out on 329 freshmen and sophomores studying at economics, science teaching, primary school mathematics education, primary school teaching and social sciences teaching departments of Bartın University in the second term of 2012-2013 academic year. As an end of the study, factors that cause to internet addiction and what can be done to remove these factors are discussed within theoretical framework.

The aim of the current study was to investigate cyberbullying among Saudi’s higher-education students. It also aimed to identify possible factors that may impact cyberbullying. A quantitative approach was implemented using an online survey questionnaire distributed to 287 students. The descriptive results indicated that students mainly avoid cyberbullying. However, about 27 % of the students reported that they have committed cyberbullying at least once or twice. Furthermore, 57 % of the students observed at least one student being cyberbullied. Students encounter cyberbullying usually by people whom they do not know and who contacted them over the Internet. In addition, students perceive cyberbullying as a serious issue. Thus, students seem to prefer asking cyberbullies to stop, but avoiding fighting back. Gender was found to impact on how often did students commit cyberbullying. Male students were involved in cyberbullying more than female students. In addition, single students mor...

In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.
Objective 
The aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.
Methods 
Two hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.
Results 
The qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.
Conclusions 
The findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.

This paper addresses the concepts of moral and social responsibility on the Internet in considering the most troubling phenomenon of cyberbullying that results in loss of life. Specifically, I probe the moral and social responsibilities of Internet users (agents), of the education system in fighting cyberbullying, and of Internet intermediaries. Balance needs to be struck between freedom of expression and social responsibility. The tragic story of Megan Meier serves as an illustrative example and some further incidents in which this ugly phenomenon of cyberbullying had cost young life are mentioned. It is argued that all relevant stakeholders need to think of the consequences of their conduct, that Internet abusers should be accountable for their wrongdoing, and that people who have the ability to stop or at least reduce the risk of cyberbullying should take proactive steps, exhibiting zero tolerance to cyberbullying.

O presente artigo tem como tema o cyberbullying, cujo objetivo principal é verificar quais os critérios utilizados pela jurisprudência em relação a esse fenômeno envolvendo crianças e adolescentes. O trabalho levanta como problemática o seguinte aspecto: Até que ponto o ordenamentos jurídico brasileiro vem atuando no combate ao cyberbullying envolvendo crianças e adolescentes? Para tanto, partiu-se da hipótese de que o ordenamento jurídico pátrio não vem apresentando eficácia em suas decisões no que concerne a pacificação do tema. Para que tal objetivo fosse alcançado, fora utilizada uma metodologia exploratória, com procedimento técnico bibliográfico e jurisprudencial. A razão da escolha do tema se prende ao fato da autora ter afinidade com a área virtual, tendo em vista sua formação acadêmica na área da tecnologia, razão pela qual teve curiosidade em descobrir como tal problema é juridicamente solucionado. O trabalho pretende contribuir, não só com a comunidade acadêmica, como também com a sociedade em geral afim de que fiquem mais inteirados sobre as consequências dessa prática. A pesquisa permitiu concluir que as esferas do direito pátrio têm utilizado critérios específicos, tais como violação aos direitos fundamentais da constituição; indenização pecuniária por danos morais e materiais; enquadramento nos crimes de calúnia e difamação; reconhecimento do ato infracional cometido por crianças e adolescentes; e direitos assegurados pelas leis 12.737/12 e 12.965/14. Nesse sentido, é necessária a criação de lei específica para que pacifique as decisões e haja razoável julgamento de tal fenômeno.

"Psychological abuse is receiving increased attention focusing on its severe effects for the individual and for society as a whole. Despite the considerable amount of research, there is a lack of information on the role that psychopathology may play in the etiology, development and maintenance of the abuse. As can be seen in other papers in this special issue, there is scattered information regarding the potential role of anxiety disorders, and particularly the social anxiety disorder. To fill this gap, this paper reviews the state-of-art including studies examining or including the relationship between social anxiety and topics such as sexual abuse, couple abuse, bullying and mobbing, also covered in this special issue. Overall, findings indicate a strong correlation between social anxiety and vulnerability to psychological abuse, particularly to bullying and mobbing.

El abuso psicológico es una de las problemáticas que se encuentran desafortunadamente en vigencia y cuyas consecuencias negativas son nefastas para el individuo en particular y la sociedad en general. Aunque existe una considerable cantidad de información e investigación sobre este tema, aún se desconocen factores de riesgo a nivel de psicopatología. Como se ha observado en los artículos que preceden a éste, existen algunos indicios acerca del papel que puede estar jugando algunos trastornos de ansiedad y, más concretamente, el trastorno de ansiedad social, en el origen, desarrollo y mantenimiento del abuso. Como resultado, en este trabajo revisaremos aquellos estudios que han mostrado la relación entre presencia de ansiedad social y abuso sexual, abuso en la pareja, abuso escolar (bullying) y acoso laboral (mobbing), siguiendo, asimismo, el orden de los trabajos presentados en este monográfico. En general, los datos señalan que existe un cuerpo de evidencia que señala una fuerte correlación positiva entre ansiedad social y vulnerabilidad frente al abuso psicológico, en concreto con el abuso escolar y el acoso laboral."

In this talk I outline my positions related to research on bullying for the World Anti-bullying Forum 2017, Stockholm #WABF2017. I argue 'bullying' and 'cyberbullying' are concepts that are overused and perhaps reaching the end of their ability to explain or address the complexity of conflict and violence in institutional settings or online in our digitally mediated world. New terminology is needed to enable the reduction of gender, sexual, race-related (and other forms of) violence. Effective strategies to improve the (e)safety and well-being of young people in schools must consider student's backgrounds and protected identities and rights. The terms violence, technologically facilitated violence, harassment, abuse, hate-speech, conflict, sexism, racism, homophobia (and others) all offer useful tools to expand our vocabulary and analysis as we work to tackle aggression and violence in schools.

Jim Baines of Bangor, Maine, one July evening, he and two friends attacked two gay men, killing one. Ten year later, at age 25, Baines turned his life around by attempting to repay society for his crime. On occasion, he took voluntary unpaid leave from his sales job and traveled to schools with state police officers to talk to students about hate crimes. This article profiles Baines's life since his part in the manslaughter of a gay man.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

Cyber-bullying is a recently emerging type of violence, which has gained significant
media and research attention. Although research across Europe and the USA has been
extensive, in Greece it is sparse and at an elementary level. This paper aimed at
reviewing existing research literature on cyber-bullying experiences with Greek
subjects. The bibliographical research carried out for this purpose yielded studies
conducted between 2005 and 2012. Findings illustrate that to date, most evidence
regarding cyber-bullying in Greece is drawn from European-level research projects
which mainly provide statistics regarding the prevalence of the phenomenon, but give
little information regarding its correlates, while most of the few national studies are
conducted with small, non-nationwide samples or have not been published in scholarly
papers. In conclusion, cyber-bullying research seems to be at a premature level in
Greece, but it is a global issue that sooner or later should be systematically addressed.

Literature accords the importance of parenting style and their impact on young
adolescent’s behavior. There are many factors that affect the academic performance of children
and parenting styles is one of the significant factors of academic performance. But
there is lack of research that integrates and systemizes the relationship between parenting
styles and academic performance especially in Pakistan. The unit of analysis of this research
was studies that were previously conducted on parenting styles and academic performance
of young children. Main focus of search was to availability of data that is most recent and
relevant, so this research paper focuses on 39 studies. Articles from seven databases (Google
Scholar, Science Direct, Taylor and Francis Journals,Web of Science, JSTOR, Springer link
and SAGE Journals) were identified related to the topic using a pre-established set of terms
that included both parenting styles and academic performance. All the studies highlighted
that parenting styles affect the academic achievement of adolescents. It was analyzed that
authoritative parenting style is the most effective parenting style in enhancing the academic
performance of young children. More research is needed on parenting styles in different
continents to have an understanding of the cultural effect of parenting styles on the academic
performance of adolescents. Implications for parents and policy makers are discussed.

To really understand the concept of cyber bullying one cannot look at the dreaded act alone, but have to consider the unique nature of cyber bullying, dissect the incident, consider the profiles of the bully and the victim, identify what caused the incident and consider alternative creative ways to manage the situation bearing in mind the spirit of ubuntu, restorative justice, the child's age, his/her criminal liability and then deal with the legislative remedies available in the extreme circumstances. Schools should ensure a safe environment for children, have policy that is consistently applied and ensure awareness and education about the use of the internet and the dangers of cyber bullying. Parents should be involved in the monitoring and education of their children, ensuring a secure and nurturing relationship with their children to ensure that their children are encouraged to speak up about cyber bullying. We can learn from other jurisdictions to creatively deal with the challenges faced. Only when all stakeholders and disciplines collaborate can the cyber bullying dilemma be effectively managed in South Africa. 2 ABSTRACT When parents and teachers are faced with cyberbullying instances the first question

Ang kabanatang ito ay tinatalakay ang mga literatura at pag-aaral ng mga nakaraang mananaliksik. Makikita rito ang mga literatura at pag-aaral tungkol sa pambubulas at ang sociocultural movement/internet culture na memes. Dagdag pa rito, makikita rin natin dito ang dami ng bilang ng gumagamit ng social media sites.

The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

Zintegrowane działania na poziomie szkoły Moduł 5. Jacek Pyżalski Agresja elektroniczna i cyberbullying -stary dom z nową fasadą? Nowe technologie komunikacyjne w życiu młodzieży Moduł 6. Piotr Plichta Uczniowie niepełnosprawni intelektualnie jako ofiary i sprawcy agresji rówieśniczej -kontekst edukacyjny Moduł 7. Dorota Podgórska-Jachnik Uczeń z uszkodzonym słuchem jako agresor i jako ofiara agresji Moduł 8. Iwona Chrzanowska Trudności w uczeniu się jako źródło problemów w przystosowaniu szkolnym uczniów i agresji rówieśniczej Moduł 9. Beata Jachimczak Uczeń z ADHD w roli sprawcy i ofiary zachowań agresywnych Moduł 10. Bogusław Śliwerski Szkoła jako czynnik sprzyjający agresji Wstęp Publikacja, którą przedstawiamy Czytelnikowi dotyczy dwóch powiązanych ze sobą zagadnień: agresji rówieśniczej w szkole (bullyingu) oraz specjalnych potrzeb edukacyjnych związanych z określonymi problemami, takimi jak: niepełnosprawność intelektualna, ADHD, uszkodzenie słuchu, czy trudności w uczeniu się. Dlaczego te dwa zakresy tematyczne zostały w sposób spójny połączone w jednej publikacji? Główny powód jest taki, że przeprowadzane badania (których wyniki są niestety dosyć rozproszone w literaturze) wskazują, iż z wielu powodów dzieci i młodzież o specjalnych potrzebach edukacyjnych stają się częściej ofiarami i sprawcami agresji rówieśniczej. Do takich sytuacji może dochodzić, zwłaszcza gdy młodzi ludzie o specjalnych potrzebach edukacyjnych uczą się i przebywają z pełnosprawnymi rówieśnikami. Wiedza o indywidualnych i społecznych mechanizmach związanych z agresją (wobec) młodych ludzi o specjalnych potrzebach edukacyjnych stanowi zatem niezbędny obszar kompetencji każdego profesjonalisty, który pracuje na rzecz takich dzieci, czy to w placówce specjalnej, czy ogólnodostępnej.

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.

The primary aim of this study is to establish associations between cyberbullying victimization and health risk behaviors that have been traditionally linked to juvenile delinquency. These " deviant health risk behaviors " include drug use, alcohol use, and sex with multiple partners. A secondary aim is to compare the effects of cyberbullying on these deviant health risk behaviors to the effects of physical bullying. Models are estimated using the 2015 Youth Risk Behavior Survey conducted by the Center for Disease Control and Prevention (n = 15,624). The findings showed that cyberbullying victimization is positively associated with each deviant health risk behavior predicted. The magnitude of this association increased when respondents reported being both cyberbullied and physically bullied. When comparing the effects of cyberbullying to physical bullying, the findings showed that respondents who were cyberbullied reported higher rates of each deviant health risk behavior. Establishing these associations is important for scholars and education professionals as they point to another pathway through which a young person can adopt delinquent or problematic behavior. Published by Elsevier Inc. on behalf of Western Social Science Association.

PRACTICE THEORY RESEARCH Bullying is a phenomenon that has intensively concerned the scientific community over the last decades. A lot of research has been undertaken about this phenomenon, and a variety of actions have been planned and developed by state services as well as non-governmental organisations both at a level of prevention and management. The Smile of the Child is a recognised and certified NGO in Greece which, since 1996, has developed a wide range of social pedagogical actions concerning children's problems, particularly child abuse and neglect, school and cyber bullying, missing and exploited children as well as health and welfare issues. The first part of the present article refers to the results in Greece, in the time of crisis, of a pan-European survey conducted in 2011 and 2012 and coordinated by The Smile of the Child. The second part of the article presents a European social pedagogy oriented interactive educational tool tackling bullying. All data derived from the survey and the educational tool itself are available at www.e-abc.eu.

We all have a body image. We all have feelings about the way we look. We have ideas and feelings about how others think about our looks. Your overall body image can range from very positive to very negative. We do not develop our body image all on our own. The people around us and our culture strongly influence it. We get both positive and negative messages about our bodies from family and friends all the time, starting from when we’re very young. We also get messages about body image from television, magazines, films, and other media. Many of the beliefs we have about the way women and men “should” look come from the models and celebrities we see in the media.

Research is accumulating to confirm adverse consequences of cyberbullying. Less is known about the perceptions, expectations and reactions of those involved as a function of their different roles (e.g., as bullies, victims, bully-victims) and how this relates to their experiences of traditional bullying. We examined whether cyberbullies' beliefs about the impact of their actions reflects the impact as reported by cybervictims themselves. We tested also whether the emotional reactions to cyberbullying differed depending upon whether the victim was or was not also a victim of traditional bullying behaviours. Participants were 1353 Spanish adolescents. Approximately 8% reported experiences of cyberbullying (compared to 12% reporting experiences of traditional bullying). Cyberbullies believed that their victims would experience more discomfort than cybervictims actually reported experiencing. Those who had experienced victimization in both traditional and cyber contexts evaluated cyberbullying as having greater negative impact than did those who had experienced victimization only in cyber contexts. Perceptions differed according to role and the context(s) in which bullying has been experienced. Findings are discussed in relation to the ways in which technologically delivered aggression may differ from traditional bullying.

Geralmente, o bullying é definido como um ato violento, intencional e repetido, praticado no ambiente escolar manifestando-se através de uma relação desigual de poder. O cyberbullying é considerado um comportamento agressivo e intencional realizado por meio da internet contra uma pessoa que não consegue facilmente se defender. Os dois enômenos podem ter consequências negativas para a saúde física e psicológica das vítimas. Neste capítulo, apresentaremos uma discussão conceitual em torno da definição desses dois fenômenos sociais. Para tanto, foi realizada uma busca em bases bibliográficas internacionais e brasileiras com o objetivo de obter uma amostra da produção acadêmica sobre o assunto. Os estudos nacionais e internacionais foram reunidos em três grupos: os que atribuem singularidade ao bullying, os que entendem que os dois fenômenos têm semelhanças e os que conferem ao cyberbullying sua especificidade. Este capítulo revela que os estudos brasileiros apresentam perspectivas analíticas não abordadas pela literatura internacional especializada.

present study is an examination of bullying perceptions by rural middle school students. Three rural middle schools participated in the study which involved 138 students completing The School Bullying Survey to determine their experiences with bullying by types and the overall school climate as it relates to bullying behavior. Results from the responses on The School Bullying Survey were analyzed using
descriptive statistics, multivariate analysis (MANOVA), univariate analysis (ANOVA), and post-hoc follow-up analysis. Significance was found when comparing gender and grade with dependent variable of physical bullying.  The practical implications of the current study include improved assessment of bullying behavior in schools, increased awareness of bullying behavior and victimization, greater knowledge of bullying in rural school environments, consequences of bullying as
in a long-term context, and better intervention strategies to combat bullying and bullies in schools.

This paper aims to highlight the need to examine the factors that influence adolescents' resistance to report their cyberbullying experiences to adults. Design/methodology/approach-It outlines key factors that need to be considered when defining, operationalizing and examining adolescent cyberbullying as well as providing an examination of the literature on non-reporting behaviour both internationally and in the specific context of Ireland. Findings-By doing so, it provides justification for the need to examine the causal factors that influence adolescent resistance to report their cyberbullying experiences. Research limitations/implications-As the purpose of the paper is to provide a synthesis of the literature on cyberbullying and specifically the literature that point to the phenomenon of adolescent non-reporting of cyberbullying experiences, its contribution is necessarily non-empirical. Instead, it provides guidance that will assist other researchers seeking to build on this work through empirical data collection. Social implications-Adult interventions to address adolescent cyberbullying can only take place if adolescents report their experiences to adult caregivers, be they parents or teachers. By outlining the factors that need to be considered when examining cyberbullying, this study will assist researchers who wish to examine this issue as well as teachers, parents and policy makers who seek to eliminate cyberbullying behaviour. Originality/value-Research on cyberbullying and on the factors influencing adolescent non-reporting is remarkably limited. This study provides a strong academic framework contribution for other researchers seeking to progress the understanding of an emerging issue.