+ Online and Offline Experiences of Aggression and Bullying: Views from Adolescents in the UK and South Africa Dr. Maša Popovac Presented at the World Anti-Bullying Forum, 2017 Stockholm, Sweden
+ Definitions Cyberaggression vs. Cyberbullying Cyberbullying Cyberharassment Trolling, etc. Cyberstalking
+ Definitions Cyberaggression vs. Cyberbullying Cyberbullying - Repeated - Intentional - Power Imbalance Cyberharassment Trolling, etc. Cyberstalking
+ Cyberaggression vs. Cyberbullying (1) bothering someone online; (2) teasing in a mean way; (3) calling someone hurtful names; (4) intentionally leaving someone out of something; (5) threatening someone; and (6) saying unwanted sexually-related things to someone (Patchin & Hinduja, 2006)
• Text messages • Pictures/Video clips via mobile phones • Phone calls • E-mails • Chat rooms • Instant messages • Websites and blogs • Social networking sites Meta-analysis: 20-40% • cyberbullying globally (Tokunaga, • Internet gaming 2010)
+ Effects Psychological distress and poor psychosocial adjustment Suicide attempts Eating disorders Depression, sadness, hopelessness Anxiety Fear, anger, frustration Lower self-esteem Substance abuse Inability to concentrate, poor grades School drop-out/absenteeism Low school commitment (Dempsey, Sulkowski, Nichols, & Storch, 2009; Mesch & Talmud, 2010; Olweus, 1993, Patchin & Hinduja, 2010)
+ Gaps and Questions Prevalence and impact on adolescents – online and offline Little research in developing countries How do their experiences compare?
+ Research Methods Study 1 : Experiences of online aggression and bullying (ever) among adolescents (12-18 years) in the UK and SA What are adolescents’ online n = 993, 12-18 years experiences? SA: n = 673, 3 schools (SA and UK) UK: n = 320, 2 schools Study 2 : Experiences of both online and offline aggression and bullying (past 12 months) among adolescents (12-18 years) in the UK and SA n = 424, 12-18 years Where does the SA: n = 277, 1 school problem fit more UK: n = 146, 1 school broadly? (SA and UK)
Study 1: Results + Cyberaggression and Cyberbullying (ever) 90 *** 79.5 80 68.8 70 60 * 50 43 40 34.4 SA 30 UK 20 10 0 Cyberaggression Cyberbullying * = p < .05; ** = p < .01, *** = p < .001
+ Cyber Victimisation Called a hurtful name or received a hurtful or rude comment, 69.9 message, email etc. 71.2 53.6 Had a picture posted online to embarrass me 26.3 *** 47.8 Had rumours or gossip spread about me online 44.3 Received messages as if they were coming from one person 43.5 but later found out they were written by someone else 45.6 34.9 Been threatened via email, text, messages or calls 37.9 UK Had comments or questions posted about me online to hurt 33.5 or embarrass me 30.6 SA Had private messages forwarded, shared or posted so others 31.4 could see them 27.1 Been impersonated through a fake profile or through 17.8 someone gaining access to my account without my * 24 permission 0 20 40 60 80 * = p < .05; ** = p < .01, *** = p < .001
+ Cyber Perpetration Called someone a hurtful name or sent a hurtful or rude 41.1 comment, message, email etc. 58.8 *** 21.8 Put up a picture to embarrass someone online 15.3 * Forwarded, shared or posted private messages from others so 19.8 others could see them 12.8 ** 19.2 Sent messages as if they were coming from another person 31.2 *** 17.8 Spread rumours or gossip about someone online 21.8 UK 9.1 Threatened someone via email, texts, messages, calls etc. SA 11.1 7.7 Posted comments or questions to hurt or embarrass someone 9.1 Impersonated someone through a fake profile or by accessing 7.6 their account without their permission 12.2 0 10 20 30 40 50 60 70 * = p < .05; ** = p < .01, *** = p < .001
+ Role in Cyberaggression 70 63.5 60 50 44.7 40 29.1 SA 30 23.4 UK 20.2 20 9 10 7.3 2.8 0 Both victim and Victim only Perpetrator only No experience perpetrator
+ Gender and Age differences? No gender differences in Females experienced more cyberaggression or cyberaggression and cyberbullying. cyberbullying. BOTH Increased with age, peaking at middle • adolescence.
+ Emotional Effects 41.3 Been hurt or made to feel sad about something that was said or done online 37 31.9 Been scared or worried about something that was said or done online 33.6 UK SA 27.7 Did not want to go to school on some days due to something said or done online 22.7 0 10 20 30 40 50
Sadness and “I was crying every day because of what they said and Depression they were in my class” “I wanted to die, I cried and cried and cried” Low self-esteem “It made me feel less than what I am, useless, ugly, unwanted, unloved, hated, stupid, angry, like I was nothing” “It made me feel bad about myself and worthless” Rejection and “It makes you feel hopeless and alone” isolation “It made me feel as though I did not belong in the world anymore” Thoughts of suicide “I felt like cutting myself, lying in the middle of the road and self-harm and dying” behaviours “It made me feel like I should do what they told me to do and kill myself” “It made me think I did not deserve or want to live life anymore”
+ Key Findings Implications Cyberaggression and Important issue and important to cyberbullying rates are high, with intervene early (mental health and serious emotional effects. well-being). Links between online victimisation Need to intervene at multiple and perpetration. roles. Peak at middle adolescence (14- Particular focus for intervention 15 years). efforts?
Study 2: Results + Online and Offline Aggression and Bullying (past 12 months) *** ** 80 73.6 72.4 70 60 50.8 50 43.2 42.5 39.4 40 SA 30 26 UK 25.1 20 10 0 Online Offline Online Offline Aggression Bullying * = p < .05; ** = p < .01, *** = p < .001
+ Online and Offline Aggression and Bullying (past 12 months) *** ** 80 73.6 72.4 70 60 57.5 55.7 50.8 50 43.2 42.5 39.4 40 SA 30 26 UK 25.1 24.6 20 19.5 10 0 Online Offline Online Offline Aggression Bullying Perpetration * = p < .05; ** = p < .01, *** = p < .001
+ Offline Victimisation Called a hurtful name, been made fun of or teased in a 52 mean way face to face 54.9 Been left out of things on purpose, been excluded from a 48.5 group or ignored on purpose 51.4 Been lied about, had someone spread rumours or gossip 50.7 about them or had someone try to make others dislike 43.7 you SA 27.7 Threatened to be hurt in any way UK 33.8 19.9 Belongings been damaged or had something taken away 29.2 27.4 Been hit, kicked, punched, slapped or pushed 27.8 0 10 20 30 40 50 60 * = p < .05; ** = p < .01, *** = p < .001
+ Offline Perpetration Called someone a hurtful name, made fun of someone, or 44.2 * teased someone in a mean way face to face 26.8 Left someone out of things on purpose, excluded someone 28.3 from a group or ignored someone on purpose 18.6 19.6 Hit, kicked, punched, slapped or pushed someone SA 12.7 UK 18.5 Threatened to hurt someone in any way 11.3 Told lies about someone, spread rumours or gossip about 16 someone, or tried to make others dislike someone 7 Damaged someone's belongings or taken something away 7 from someone 7.1 0 10 20 30 40 50 * = p < .05; ** = p < .01, *** = p < .001
+ Bullying Experiences (in the past 12 months) 47.9% of 47.1% offline only adolescents 35.3% both online and experienced some offline form of bullying in the past year 17.6% online only 47.7% offline only 47.5% of adolescents 40.7% both online and experienced some offline form of bullying in the past year 11.6% online only (Popovac & Fine , in prep. ) Same pattern also found in other studies (e.g. Ortega et al., 2009; Mishna et al., 2015)
+ Key Findings Links between online and offline aggression and bullying Very similar types of experiences in SA and the UK, despite differences in technological infrastructure BUT very different importance placed on issues in the two countries! “This [cyberbullying] is a problem in affluent schools. Our social problems with our students are way bigger than this. We’re concerned with drug use, physical violence and weapons being brought to school and teenage pregnancy . Not this.” (Teacher, SA)
+ Implications Children in developing contexts may be more vulnerable due to technology developing faster than knowledge, policy, and laws to address them Lower importance in relation to other social problems faced Little research to extend knowledge and strategies Importance of online aggression and bullying forming part of broader anti-bullying strategies aimed at creating positive school social climate How to implement these on a large scale, especially in developing contexts where little work is currently undertaken
Figure by: Johnson & Puplampu (2008), Johnson (2010a, 2010b, 2010c, 2011). Reproduced with permission from the authors.
Recommend
More recommend
