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Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice
Abstract
Cyberbullying research is rapidly expanding with many studies being published from around the world in the past five or six years. In this article we review the current international literature published in English, with particular attention to the following themes: The relationship of cyberbullying to the more traditional face-to-face bullying, including differences and similarities; the impacts of cyberbullying on victims, bullies, schools, families, and communities; coping strategies for victims, schools, and parents; and solutions, both effective and ineffective. A focus of this article is evidence-based prevention and intervention strategies, which may be employed by educators, psychological service providers, and by parents to counter the problem of cyberbullying. Here we address the importance of school and home culture, modelling, curriculum development in information and communication technology (ICT) and social media, peer and bystander education, and other non-punitive approaches. We conclude with a discussion of implications on policy and practice and future research directions.
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“In addition, increased school difficulties have also been reported such as school aggression, truancy, lower academic achievement and not feeling safe in school (Cassidy et al., 2013;Mishna et al., 2012).”
From A review of cyberbullying and suggestions for online psychological therapy (2015) · cites this paper as Cassidy et al., 2013
In the citing paper
“Furthermore, as reflected in previous research, findings from this synthesis indicate that young people are reluctant to seek support, particularly from adults who they perceive as ignorant to the cyber world.(Cassidy et al., 2013;Fenaughty & Harré, 2013;Slonje & Smith, 2008;Vaillancourt et al., 2017).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Cassidy et al., 2013
In the citing paper
“This notion has been proposed in previous studies, however, there is no consensus on the factors that contribute to power relations in cyberbullying (Cassidy et al., 2013;Dooley et al., 2009;Dredge, Gleeson, & Garcia, 2014;Hemphill et al., 2012;Kowalski et al., 2014;Langos, 2012;Menesini et al., 2012;Thomas et al., 2015;Vaillancourt, Faris, & Mishna, 2017).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Cassidy et al., 2013
In the citing paper
“However, they support the interpretation that the nature of repetition is altered in cyber space where it can occur in the form of direct multiple attacks by the perpetrator and/or through the perpetrators execution of an act in the public domain where one-time actions can have repetitive effects (Cassidy et al., 2013;Cuadrado-Gordillo & Fernández-Antelo, 2016;Langos, 2012;Peter & Petermann, 2018”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Cassidy et al., 2013
In the citing paper
“Echoing a previous review, findings from this synthesis indicate that deciphering intent and impact in the cyber world is complicated by the absence of verbal and visual cues, leading to difficulties in interpretation (Cassidy et al., 2013).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Cassidy et al., 2013
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Metadata
- Authors
- Cassidy, W., Faucher, C., & Jackson, M.
- Affiliations
- Simon Fraser University (CA)
- Venue
- School Psychology International
- Publisher
- SAGE Publications
- Published
- 2013-05-08
- Volume
- 34
- Issue
- 6
- Pages
- 575-612
- ISSN
- 0143-0343 (ISSN-L)
- 1461-7374
- OpenAlex
- W2154568735
- Cited by
- 354
- References
- 150
- Citations by year
- 2026: 11 · 2025: 12 · 2024: 18 · 2023: 35 · 2022: 28 · 2021: 30 · 2020: 23 · 2019: 40 · 2018: 43 · 2017: 32 · 2016: 29 · 2015: 33 · 2014: 19 · 2013: 1
- FWCI
- 41.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology International (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Physical Sciences › Computer Science › Artificial Intelligence › Hate Speech and Cyberbullying Detection
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Keywords
- cyberbullying, youth, face-to-face bullying, bullying victims, bullying perpetrators, coping strategies, prevention, intervention strategies, school culture, home culture, social media, ICT curriculum, peer education, parental involvement, policy and practice
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