Megan L Ranney1, Sarah K Pittman2, Alison Riese3, Christopher Koehler4, Michele L Ybarra5, Rebecca M Cunningham6, Anthony Spirito7, Rochelle K Rosen8. 1. Department of Emergency Medicine, Alpert Medical School of Brown University (ML Ranney and C Koehler), Providence, RI; Rhode Island Hospital (ML Ranney, SK Pittman, and A Riese), Providence, RI. Electronic address: Megan_Ranney@brown.edu. 2. Rhode Island Hospital (ML Ranney, SK Pittman, and A Riese), Providence, RI. 3. Rhode Island Hospital (ML Ranney, SK Pittman, and A Riese), Providence, RI; Department of Pediatrics, Alpert Medical School of Brown University (A Riese), Providence, RI. 4. Department of Emergency Medicine, Alpert Medical School of Brown University (ML Ranney and C Koehler), Providence, RI. 5. Center for Innovative Public Health Research (ML Ybarra), San Clemente, Calif. 6. Department of Emergency Medicine, University of Michigan (R Cunningham); University of Michigan Injury Prevention Center (R Cunningham); Department of Health Behavior and Health Education, University of Michigan School of Public Health (R Cunningham), Ann Arbor, MI. 7. Department of Psychiatry and Human Behavior, Brown University (A Spirito), Providence, RI. 8. Department of Behavioral and Social Sciences, Brown University (RK Rosen), Providence, RI; The Miriam Hospital (RK Rosen), Providence, RI.
Abstract
OBJECTIVE: To inform development of cyberbullying interventions that are both accurate and meaningful to all adolescents, this qualitative analysis examines experiences of online peer victimization among a sample of predominately minority and low-income youth. METHODS: Adolescents ages 13 to 17 years who reported past-year cyberbullying on a previously validated survey were recruited from an urban pediatric clinic to complete semistructured interviews. Interview topics included definitions of cyberbullying, prior cyberbullying experiences, and strategies to reduce cyberbullying and its consequences. Interviews were audio-recorded and transcribed verbatim. Using thematic analysis, study team members applied both structural and emergent codes to transcripts. RESULTS: Saturation was reached after 23 interviews (mean age 14.8 years; 65% female, 47.8% Hispanic, 35% Black, 74% low socioeconomic status). Four main themes emerged: 1) Teens avoided the term "cyberbullying," due to its association with suicidality and severe depression; they preferentially described experiences (even those meeting criteria for repetition, power differential, etc.) as "online conflict". 2) In-person bullying categories (bully, victim, bully victim, bystander) apply to online conflict. Few identify purely as victims. 3) Cyberbullying is part of a larger continuum of peer violence, including physical fights and in-person bullying. 4) Teens want to help victims of cyberbullying; they desire more guidance in so doing. CONCLUSIONS: These youth rarely acknowledge presence of cyberbullying; instead, they describe online conflict as part of a larger spectrum of peer violence. Clinicians may consider prevention of a range of conflict-related behaviors (rather than focusing exclusively on cyberbullying), and may consider engaging adolescent bystanders in prevention of online conflict.
OBJECTIVE: To inform development of cyberbullying interventions that are both accurate and meaningful to all adolescents, this qualitative analysis examines experiences of online peer victimization among a sample of predominately minority and low-income youth. METHODS: Adolescents ages 13 to 17 years who reported past-year cyberbullying on a previously validated survey were recruited from an urban pediatric clinic to complete semistructured interviews. Interview topics included definitions of cyberbullying, prior cyberbullying experiences, and strategies to reduce cyberbullying and its consequences. Interviews were audio-recorded and transcribed verbatim. Using thematic analysis, study team members applied both structural and emergent codes to transcripts. RESULTS: Saturation was reached after 23 interviews (mean age 14.8 years; 65% female, 47.8% Hispanic, 35% Black, 74% low socioeconomic status). Four main themes emerged: 1) Teens avoided the term "cyberbullying," due to its association with suicidality and severe depression; they preferentially described experiences (even those meeting criteria for repetition, power differential, etc.) as "online conflict". 2) In-person bullying categories (bully, victim, bully victim, bystander) apply to online conflict. Few identify purely as victims. 3) Cyberbullying is part of a larger continuum of peer violence, including physical fights and in-person bullying. 4) Teens want to help victims of cyberbullying; they desire more guidance in so doing. CONCLUSIONS: These youth rarely acknowledge presence of cyberbullying; instead, they describe online conflict as part of a larger spectrum of peer violence. Clinicians may consider prevention of a range of conflict-related behaviors (rather than focusing exclusively on cyberbullying), and may consider engaging adolescent bystanders in prevention of online conflict.
Authors: Rolf Loeber; Dustin Pardini; D Lynn Homish; Evelyn H Wei; Anne M Crawford; David P Farrington; Magda Stouthamer-Loeber; Judith Creemers; Steven A Koehler; Richard Rosenfeld Journal: J Consult Clin Psychol Date: 2005-12
Authors: Paul A Harris; Robert Taylor; Robert Thielke; Jonathon Payne; Nathaniel Gonzalez; Jose G Conde Journal: J Biomed Inform Date: 2008-09-30 Impact factor: 6.317
Authors: David A Cole; Rachel L Zelkowitz; Elizabeth Nick; Nina C Martin; Kathryn M Roeder; Keneisha Sinclair-McBride; Tawny Spinelli Journal: J Abnorm Child Psychol Date: 2016-10