daphne project: cyberbullying - new measurements for new types of bullying
DESCRIPTION
DAPHNE project: Cyberbullying - new measurements for new types of bullying. An initial analysis of UK data. Neil Tippett Peter K. Smith Fran Thompson. The DAPHNE project. Collaboration between four European partners: Italy (Bologna University); UK (Goldsmiths, University of London); - PowerPoint PPT PresentationTRANSCRIPT
Neil Tippett Peter K. Smith Fran Thompson
An initial analysis of UK data
The DAPHNE project
Collaboration between four European partners: Italy (Bologna University);UK (Goldsmiths, University of London);Spain (Cordoba University) and Finland (Turku University)
Duration: February 2007 – February 2009
Aims of the project investigate new forms of bullying in adolescents
create new questionnaires to evaluate bullying, the group dynamics in bullying and the process of victimisation
investigate bullying in different contexts - although data will only be collected in school, behaviour outside school will also be investigated
explore the relationship between ordinary bullying and cyberbullying
evaluate the results in order to create new guidelines for the EU
create resources for schools (e.g. websites, DVDs, manuals; lesson plans etc)
MethodData discussed in this study investigates the incidence of cyberbullying in
UK schools, and the relationship to traditional forms of victimisation
Used a newly devised anonymous self-report questionnaire, adapted from questionnaires already used and validated in cyberbullying research
Questionnaires were carried out in a school setting, during school time and with teacher supervision
Provides information on potential predictors including age, gender, ethnicity, living location, parents socio economic status and computer/mobile phone use
Main section asks participants about their involvement with bullying and cyberbullying, and includes scales to measure self esteem and loneliness
The Questionnaire
Section 1: About you
Provided data on participants self esteem and loneliness. Questions were adapted from two existing questionnaires, translated from Italian into English.
Self esteem: Revised version of Melotti & Passini, 2002. Included six measures of self esteem: global, sport, school, body, peers and family.
Loneliness: Adapted from Melotti, 2006, included four measures of loneliness related to:Parents – closeness to familyPeers – closeness to friends, members of their peer groupAversion – how much participants like/dislike being aloneAffinity – how participants feel about being alone
Section 2: About your school
Series of questions relating to school safety and involvement
Section 3: About bullying and cyberbullying
Based on existing questionnaire developed by Smith et al (2005), shortened and adapted by Ortega (2006)
Includes questions on involvement in four types of bullying: direct, indirect, through mobiles and through the internet
Provides data on characteristics of mobile and internet bullying, including: relationship between victim and bully, length of bullying and victims response
Includes a section designed to measure attitudes of bystanders, adapted from participant role approach
Participants
* 8 participants did not provide data on age or gender
Selected from 11 secondary schools located in 3 English countiesMajority of participants white British or white European (68%), followed by Asian (20%), mixed/other (7%) or black British (5%)
Year 8 Year 10 Year 12 Total
Male 436 423 246 1105 (50%)
Female 409 426 279 1114 (50%)
Total 845 (38%) 849 (38%) 525 (24%) 2219
2227 Participants in total, aged 10 - 18
Rates of victimisation in the last two monthsOnce or twice
Several times a month
Once a week
Several times a week
Total
Direct bullying
11.6% 2.5% 2.0% 2.6% 18.7%
Indirect bullying
14.0% 2.2% 1.5% 2.5% 20.1%
Mobile phone bullying
2.1% 0.7% 0.5% 0.7% 4.1%
Internet bullying
4.0% 1.4% 0.7% 0.5% 6.6%
Characteristics of cyberbullyingMobile victims:Text messages most common (54% of victims) followed by phone calls
(44%) and multimedia texts (16%)
26% of victims did not know who bullied them, 61% of victims attended the same school as the person who bullied them
Internet victims:Most victims reported being bullied through Instant messaging (54%),
followed by social networking sites (30%), and email or chat rooms (20%)
22% of victims did not know who bullied them, 57% attended the same school as the bully
Characteristics of cyberbullying II
Mobile victims:Most incidents lasted 1 or 2 weeks (47%), 16% bullied for at least one year
Commonest reaction was telling a friend (28%), followed by telling a parent (22%) or ignoring what had happened (23%)
Internet victimsMost internet bullying lasted for 1 or 2 weeks (62%), 7 % of internet
victims had been bullied on the internet for a year of longer
Over a third reacted by blocking messages (37%) - remainder were most likely to ignore it or tell a friend (25%)
Comparisons by age and gender
Mobile VictimsYear group and gender showed no significant main effects regarding the
likelihood of being mobile bullied
Interaction was observed - males in year 10 (13-15) were significantly more likely to be victims of mobile bullying (F=3.066, p<0.05)
Internet victimsGender and year group had no significant effects on the likelihood of being
bullied on the internet.
No interactions observed
Rates of bullying others within the last two months
Once or twice
Several times a month
Once a week
Several times a week
Total
Direct bullying
6.6% 1.1% 0.9% 1.4% 9.9%
Indirect bullying
7.1% 1.2% 1.0% 0.9% 10.3%
Mobile phone bullying
1.0% 0.9% 0.4% 0.3% 2.5%
Internet bullying
1.5% 0.8% 0.5% 0.3% 3.1%
Comparisons by age and gender
Mobile BulliesGender showed a significant effect regarding involvement in mobile
bullying (F=7.784, p<0.05). Males significantly more likely to bully others through mobile phones than females.
No effect according to age, no interaction observed
Internet bulliesMales were also significantly more likely to bully other people using the
internet than females (F=5.181, p<0.05).
No effects were found regarding age, no interaction observed
Self esteem and victim status
Victims of only internet bullying scored significantly lower on all measures of self esteem, compared to those who had not been cyberbullied.
Children who had experienced both mobile and internet bullying also scored significantly lower on global, school, body and peer measures of self esteem
Self esteem and bully status
Children who bullied others either using just the internet, or using mobiles and the internet scored significantly lower on school and family measures of self esteem than those who had not taken part in cyberbullying.
Loneliness and victim status
Mobile, Internet and mobile/internet victims rated as significantly more lonely on parent and peer measures than non bullied children
Loneliness and bully status
Children who bullied others using both mobiles and the internet were significantly more lonely than non involved children on both parent and peer measures.
Summary of findings
Cyberbullying constitutes a quarter to a third of traditional bullying
Text messages, phone calls and instant messaging most commonly reported method
Mobile and internet forms of bullying show similarities but are responded to differently
Gender shows some effect, particularly males as cyberbullies
Self esteem and loneliness reveal significant differences
Areas for analysis and discussion
Slightly lower incidence of cyberbullying compared to previous studies: could results from sample, methodology or impact of intervention programmes
Examine differences between traditional and cyber forms of bullying, including effect, response of victim, and behaviour of bystanders
Deeper analysis required using self esteem and loneliness scales: including comparison with traditional victims/bullies
Examination of cyber bully-victims if sample size permits
Analyse the role of bystanders using adaptation of the participant role approach