Cyberbullying in Spain

1
Cyberbullying in Spain

• Findings of the DAPHNE II Programme Project

Rosario Ortega Juan Calmaestra Joaquin
Mora-Merchán With the col. of Paz
Elipe Rosario Del Rey
2
METHOD Sample

• 1671 students (7 Secondary and High Schools)
• Age (M) 14.45
• 94.1 Owns a Mobile Phone
• 82.7 Has access to a Computer

3
VICTIMS AGGRESSORS

• Cyberbullying

Mobile phone Internet TOTAL
Occasional Aggressor 4.2 3.6 6.7
Occasional Victim 3.7 6.2 8.3
Severe Aggressor 0.9 1.0 1.5
Severe Victim 0.5 1.3 1.7
TOTAL 9.3 12.1 18.2
4
VICTIMS
1 or 2 2 or 3 times a moth 1 a week Several times a week TOTAL
Victims of Direct Bullying 7,5 1,3 1,1 0,8 10.7
Victims of Indirects Bullying 12,4 1,7 0,8 1 15.9
Cybervictims Mobile phone 3,7 0,3 0,1 0,1 4.2
Cybervictims Internet 6,2 0,5 0,2 0,6 7.5
Occa.
Severe
7.5
3.2
12.4
3.5
0.5
3.7
6.2
1.3
5
Age Direct Bullying
6
Age Indirect Bullying
7
AgeVía mobile phone


8
Agevia the Internet
9
Overlapping in victimization experiences
10
Emotional profiles(only victims)

• DIRECT BULLYING

11
Emotional Profiles of Indirect and Cybervictims
Internet

• Indirect Bullying

Mobile phone
12
Conclusion and Discussion

• The emotional profiles of cybervictimitation are
  similar to the indirect bullying.
• The cyberbullying could be characterized as an
  indirect form of bullying (Slonje Smith, 2008).
• How can we interpreted the differences found
  between emotional profiles in direct bullying and
  in the other types of bullying?
• Heterogeneity of behaviours included in direct
  bullying
• The face-to-face characteristic could make the
  emotional information in the interactions
  episodes more readable.

13
SUMMARY

• Prevalence of cyberbullying in Spanish young
  people is still lower than the traditional
  bullying (nearly half of the traditional
  cybervictims).
• Instant Messaging (Internet) and nasty call
  (mobile phone) are the most common form of
  cyber-harassment.
• Gender -as traditional bullying- is important,
  but age does not follow the traditional trends
  (to peak on 15 year old using mobil phone and
  maintenance by using the Internet).
• Lasting of cybervictimization is shorter than in
  traditional one.
• A high numbers of cyberaggressors remain on
  anonimity (specially using the Internet)
• An small group of students overlap, suffering all
  kind, traditional and cyber, victimisation.

14
Cyberbullying in adolescence investigation and
intervention in six European Countries
III

• Rosario Ortega
• Rosario Del Rey
• Juan Calmaestra
• Jose Antonio Casas
• Marta Villodre

With collaboration Joaquín Mora-Merchán Paz Elipe
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Contributions to Daphne III

• Aims
• Investigation
• Intervention
• Dissemination

16
Investigation

• The Spanish team has already collected 1669
  Daphne questionnaires from 7 secondary and high
  schools. Are more necessaries?

  1º ESO 3º ESO 1º BACH Total
Boy n 300 267 290 857
Boy 55,8 50,1 48,5 51,3
Girl  n 238 266 308 812
Girl  44,2 49,9 51,5 48,7
Total  n 538 533 598 1669
Total  100,0 100,0 100,0 100,0
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Investigation

• Having in mind the intervention we would like to
  administrate to the students
• Interpersonal Reactivity Index (IRI) on Internet.
  Adaptation of the Davis (1980, 1983) IRI,
  validated to study empathy and pro-social
  behaviour linked
• CAPIC Questionnaire about self-steem, prosocial
  behaviour, internet compulsive use and
  cyberbullying.
• Discussing group about positive uses of ICT and
  about how can be used to cope with cyberbullying.
  

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Intervention

• Based on the pro-social use of Internet.
• Aims
• to develop adolescent pro-social behaviour
• to reduce adolescent anti-social behaviour
• to reduce adolescent implication in cyberbullying

19
Intervention

• Beginning of October pre-test in three secondary
  schools
• From October until May develop of the
  intervention
• Students
• Teachers
• Parents
• End of May Pos-test

20
Material

• New materials
• Protocol of cyberbullying designed with a
  multidisciplinary groups of professionals
  (EMICI) lawyer, journalist, computer
  Technician,

21
Dissemination

• Edition of material for students, teachers and
  parents
• Participation in International Congress
• Final seminar
• Articles