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Utari, Prahastiwi, and Tanti Hermawati. "Cyber Media Analysis: How to Read Cyber Bullying Messages Among Children." KnE Social Sciences 2, no. 4 (June 13, 2017): 185. http://dx.doi.org/10.18502/kss.v2i4.885.
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In this paper, we focused on a novel method to explain cyberbullying experience among children in the Facebook. The method is Cyber Media Analysis (CMA). It is a mixed-method of analysing the stages of text and context. The text level discusses the form of messagesrelated to cyberbullying produced and received by children. They are sentences, photos or other visual representation in the Facebook that examine cyberbullying phenomenon. To obtain cyberbullying text, we conducted a content analysis of Facebook posts by children aged 8 to 12 (N=250) in the elementary schools in Solo areas. In the context level, we conducted in-depth interviews and group discussion to find out why children produced cyberbullying messages and how they reacted when receiving cyberbullying messages. Merging these two methods gives a comprehensive explanation of cyber bullying phenomenon among children.
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Cheng, Lu, Ruocheng Guo, Yasin N. Silva, Deborah Hall, and Huan Liu. "Modeling Temporal Patterns of Cyberbullying Detection with Hierarchical Attention Networks." ACM/IMS Transactions on Data Science 2, no. 2 (April 2, 2021): 1–23. http://dx.doi.org/10.1145/3441141.
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Cyberbullying is rapidly becoming one of the most serious online risks for adolescents. This has motivated work on machine learning methods to automate the process of cyberbullying detection, which have so far mostly viewed cyberbullying as one-off incidents that occur at a single point in time. Comparatively less is known about how cyberbullying behavior occurs and evolves over time. This oversight highlights a crucial open challenge for cyberbullying-related research, given that cyberbullying is typically defined as intentional acts of aggression via electronic communication that occur repeatedly and persistently . In this article, we center our discussion on the challenge of modeling temporal patterns of cyberbullying behavior. Specifically, we investigate how temporal information within a social media session, which has an inherently hierarchical structure (e.g., words form a comment and comments form a session), can be leveraged to facilitate cyberbullying detection. Recent findings from interdisciplinary research suggest that the temporal characteristics of bullying sessions differ from those of non-bullying sessions and that the temporal information from users’ comments can improve cyberbullying detection. The proposed framework consists of three distinctive features: (1) a hierarchical structure that reflects how a social media session is formed in a bottom-up manner; (2) attention mechanisms applied at the word- and comment-level to differentiate the contributions of words and comments to the representation of a social media session; and (3) the incorporation of temporal features in modeling cyberbullying behavior at the comment-level. Quantitative and qualitative evaluations are conducted on a real-world dataset collected from Instagram, the social networking site with the highest percentage of users reporting cyberbullying experiences. Results from empirical evaluations show the significance of the proposed methods, which are tailored to capture temporal patterns of cyberbullying detection.
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Yi, Peiling, and Arkaitz Zubiaga. "Cyberbullying Detection across Social Media Platforms via Platform-Aware Adversarial Encoding." Proceedings of the International AAAI Conference on Web and Social Media 16 (May 31, 2022): 1430–34. http://dx.doi.org/10.1609/icwsm.v16i1.19401.
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Despite the increasing interest in cyberbullying detection, existing efforts have largely been limited to experiments on a single platform and their generalisability across different social media platforms has received less attention. We propose XP-CB, a novel cross-platform framework based on Transformers and adversarial learning. XP-CB can enhance a Transformer leveraging unlabelled data from the source and target platforms to come up with a common representation while preventing platform-specific training. To validate our proposed framework, we experiment on cyberbullying datasets from three different platforms through six cross-platform configurations, showing its effectiveness with both BERT and RoBERTa as the underlying Transformer models.
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Ptaszynski, Michal, Fumito Masui, Yoko Nakajima, Yasutomo Kimura, Rafal Rzepka, and Kenji Araki. "A Method for Detecting Harmful Entries on Informal School Websites Using Morphosemantic Patterns." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 7 (November 20, 2017): 1189–201. http://dx.doi.org/10.20965/jaciii.2017.p1189.
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This paper presents a novel method of analyzing morphosemantic patterns in language to the detect cyberbullying, or frequently appearing harmful messages and entries that aim to humiliate other users. The morphosemantic patterns represent a novel concept, with the assumption that analyzed elements can be perceived as a combination of morphological information, such as parts of speech, and semantic information, such as semantic roles, categories, etc. The patterns are further automatically extracted from the data containing harmful entries (cyberbullying) and non-harmful entries found on the informal websites of Japanese high schools. These website data were prepared and standardized by the Human Rights Center in Mie Prefecture, Japan. The patterns extracted in this way are further applied to a document classification task using the provided data in 10-fold cross-validation. The results indicate that morphosemantic sentence representation can be considered useful in the task of detecting the deceptive and provocative language used in cyberbullying.
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Serrano Barquín, Carolina, Tania Morales Reynoso, and Héctor Serrano Barquín. "El consumo del cuerpo en redes sociales y su vínculo con el ciberacoso en universitarios mexicanos." Revista Stultifera 5, no. 1 (2022): 129–55. http://dx.doi.org/10.4206/rev.stultifera.2022.v5n1-07.
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Mascia, Maria Lidia, Mirian Agus, Maria Assunta Zanetti, Maria Luisa Pedditzi, Dolores Rollo, Mirko Lasio, and Maria Pietronilla Penna. "Moral Disengagement, Empathy, and Cybervictim’s Representation as Predictive Factors of Cyberbullying among Italian Adolescents." International Journal of Environmental Research and Public Health 18, no. 3 (January 31, 2021): 1266. http://dx.doi.org/10.3390/ijerph18031266.
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This study aimed to evaluate which aspects of moral disengagement (MD), empathy, and representations of the victim’s experience (VER) could be predictors of cyberbullying (CB). One hundred and eight-nine students (11–17 years old) completed 3 self-report questionnaires: An MD scale, an empathy scale, and a CB questionnaire. In relation to the personal experience of CB, four groups were identified: Victim, bully, bully/victim, and no experience with CB. The linear bivariate correlation analysis shows correlations between empathy and VER, between empathy and MD, and between MD and VER. A multinomial logistic regression identified which predictors could increase a subject’s probability of belonging to one of the four groups regarding the personal experience of CB (victim, bully, bully/victim, no experience). Findings highlighted that low cognitive empathy might increase the probability for a student to belong to the bullies’ group, rather than the victims’ group. Furthermore, low perception of the consequences of CB on the victim might increase the probability of belonging to the bully, bully/victim, and no experience groups. Then, a high score in the diffusion of responsibility was a significant predictor of belonging to the victim group rather than the no experience group. Results from this study confirm the need for preventive measures against CB, including the empowerment of cognitive empathy, decreasing the diffusion of responsibility, and increasing the awareness of the consequences of CB on the victim.
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Young, Rachel, Roma Subramanian, Stephanie Miles, Amanda Hinnant, and Julie L. Andsager. "Social Representation of Cyberbullying and Adolescent Suicide: A Mixed-Method Analysis of News Stories." Health Communication 32, no. 9 (August 26, 2016): 1082–92. http://dx.doi.org/10.1080/10410236.2016.1214214.
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Hishinuma, Earl S., Janice Y. Chang, Deborah A. Goebert, Susana Helm, Iwalani R. N. Else, and Jeanelle J. Sugimoto-Matsuda. "Interpersonal Youth Violence Perpetration and Victimization in a Diverse Asian American and Pacific Islander Adolescent Sample." Violence and Victims 30, no. 2 (2015): 225–49. http://dx.doi.org/10.1891/0886-6708.vv-d-13-00043.
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This study was the first to examine ethnic, sex, and ethnicity-by-sex differences for underresearched, Asian American and Pacific Islander, adolescent groups on youth violence outcomes other than cyberbullying. This effort included the less researched, emotional violence, and included socioeconomic status (SES) measures as covariates. The sample size from 2 high schools in spring 2007 was 881, using an epidemiologic survey design. The pattern of results was higher rates of violence victimization for ethnic groups, with lower representation in the 2 schools’ population, and ethnic groups that more recently moved or immigrated to Hawai‘i. For emotional victimization, girls of European American and “other” ethnicities self-reported higher rates than boys. Several implications (e.g., need for ethnically and gender-based approaches) and further research (e.g., ethnocultural identity) are discussed.
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Aleixo, Rosana Aparecida Rennó Moreira, and Miriam de Fátima Brasil Engelman. "Representações sociais invadidas e maculadas por cyberbullying." Revista Bioética 30, no. 1 (March 2022): 205–13. http://dx.doi.org/10.1590/1983-80422022301520pt.
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Resumo Tecnologias da informação e comunicação vêm ganhando destaque como influenciadoras do desempenho cognitivo, dada a rapidez com que as informações são geradas e disseminadas, modificando relações pessoais e profissionais. Se, por um lado, isso traz evolução e transformação, por outro pode provocar danos como o cyberbullying , violência que vulnera pessoas de forma silenciosa. Essa conjuntura requer reflexão e atuação bioética. Este estudo teve como objetivo conhecer a percepção do fenômeno do cyberbullying praticado no cotidiano profissional e pessoal. Trata-se de pesquisa exploratória e quantitativa por conveniência, da qual participaram 35 servidores públicos do Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais. Os resultados foram discutidos com base na literatura sobre tecnologia da informação e comunicação, violência digital e, principalmente, bioética.
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Aleixo, Rosana Aparecida Rennó Moreira, and Miriam de Fátima Brasil Engelman. "Las representaciones sociales invadidas y manchadas por el cyberbullying." Revista Bioética 30, no. 1 (March 2022): 205–13. http://dx.doi.org/10.1590/1983-80422022301520es.
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Resumen Las tecnologías de la información y la comunicación han ido ganando protagonismo como influyentes en el rendimiento cognitivo, dada la rapidez con la que se genera y difunde la información, modificando las relaciones personales y profesionales. Si, por un lado, esto trae evolución y transformación, por otro puede provocar daños como el cyberbullying , la violencia que violenta silenciosamente a las personas. Esta coyuntura requiere reflexión y actuación bioética. Este estudio tuvo como objetivo conocer la percepción del fenómeno del cyberbullying practicado en la vida cotidiana profesional y personal. Se trata de una investigación exploratoria y cuantitativa por conveniencia, en la que participaron 35 servidores públicos del Instituto Federal de Educación, Ciencia y Tecnología del Sur de Minas Gerais. Los resultados se discutieron a partir de la literatura sobre tecnología de la información y la comunicación, violencia digital y, principalmente, la bioética.
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Aleixo, Rosana Aparecida Rennó Moreira, and Miriam de Fátima Brasil Engelman. "Social representations overrun and tarnished by cyberbullying." Revista Bioética 30, no. 1 (March 2022): 205–13. http://dx.doi.org/10.1590/1983-80422022301520en.
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Abstract Information and communication technologies are gaining prominence as influencers of cognitive performance, given the speed with which information is generated and disseminated, changing personal and professional relations. If, on the one hand, this provides evolution and transformation, on the other, it can cause harm, such as cyberbullying – violence that silently hurts people. Such scenario requires reflection and bioethical action. This study sought to understand the perception of cyberbullying in professional and personal daily life. This exploratory and quantitative research by convenience was carried out with 35 public servants from the Federal Institute of Education, Science and Technology of the South of Minas Gerais. Results were discussed based on the literature about information and communication technology, digital violence and, mainly, bioethics.
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Ziems, Caleb, Ymir Vigfusson, and Fred Morstatter. "Aggressive, Repetitive, Intentional, Visible, and Imbalanced: Refining Representations for Cyberbullying Classification." Proceedings of the International AAAI Conference on Web and Social Media 14 (May 26, 2020): 808–19. http://dx.doi.org/10.1609/icwsm.v14i1.7345.
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Cyberbullying is a pervasive problem in online communities. To identify cyberbullying cases in large-scale social networks, content moderators depend on machine learning classifiers for automatic cyberbullying detection. However, existing models remain unfit for real-world applications, largely due to a shortage of publicly available training data and a lack of standard criteria for assigning ground truth labels. In this study, we address the need for reliable data using an original annotation framework. Inspired by social sciences research into bullying behavior, we characterize the nuanced problem of cyberbullying using five explicit factors to represent its social and linguistic aspects. We model this behavior using social network and language-based features, which improve classifier performance. These results demonstrate the importance of representing and modeling cyberbullying as a social phenomenon.
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Power, Aurelia, Anthony Keane, Brian Nolan, and Brian O'Neill. "The Role of Previous Discourse in Identifying Public Textual Cyberbullying." Journal of Computer-Assisted Linguistic Research 3, no. 1 (July 16, 2019): 1. http://dx.doi.org/10.4995/jclr.2019.11013.
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<div data-canvas-width="619.2967614992452">In this paper we investigate the contribution of previous discourse in identifying elements that are key to detecting public textual cyberbullying. Based on the analysis of our dataset, we first discuss the missing cyberbullying elements and the grammatical structures representative of discourse-dependent cyberbullying discourse. Then we identify four types of discourse dependent cyberbullying constructions: (1) fully inferable constructions, (2) personal marker and cyberbullying link inferable constructions, (3) dysphemistic element and cyberbullying link inferable constructions, and (4) dysphemistic element inferable constructions. Finally, we formalise a framework to resolve the missing cyberbullying elements that proposes several resolution algorithms. The resolution algorithms target the following discourse dependent message types: (1) polarity answers, (2) contradictory statements, (3) explicit ellipsis, (4) implicit affirmative answers, and (5) statements that use indefinite pronouns as placeholders for the</div><div data-canvas-width="146.57988069516077">dysphemistic element.</div>
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Rakic, Ljiljana, Milena Santric-Milicevic, Dejan Nikolic, Milena Vasic, Uros Babic, Jovana Todorovic, Zorica Terzic-Supic, and Sanja Milenkovic. "The Relationship between Individual and Family Characteristics and Cyberbullying Exposure in a Nationally Representative Sample of School-Aged Children Living in Serbia." International Journal of Environmental Research and Public Health 18, no. 14 (July 12, 2021): 7443. http://dx.doi.org/10.3390/ijerph18147443.
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The study provides evidence on the individual and family factors as potential predictors (odds ratio—OR and 95% CI) of cyber-violence among school-aged children (11–17 years old) from 64 schools participating in the 2017 Serbian Study on health behavior in school-age children (HBSC). The standardized international HBSC research protocol was used. The study population was the nationally representative sample of 3267 students of V and VII grades of primary and I grade of secondary schools in Serbia. Potential predictors for the probability of occurrence vs. non-occurrence of cyberbullying exposure at least once and multiple times were identified among 24 explanatory variables, including the individual characteristics and family context. The cyberbullying exposure was more prevalent among girls than among boys of school-age, i.e., over one in seven girls and one in ten boys were exposed to cyberbullying. Over one in seven students at age 13 years and almost every seventh student at grade I of the gymnasium were exposed to cyberbullying. There were more students exposed to at least one cyberbullying than to multiple cyberbullying. Potential predictors of exposure to cyberbullying are gender, opinion of the family’s affluence status, fathers’ employment, communication with father, and family support. The study compensates for the evidence of cyberbullying in Serbia, which could help raise awareness, inform national and international stakeholders in the region and enable their efforts and strengthen cooperation in ending cyberbullying. This study’s findings could inform the development of an intervention program aimed at families and various professionals involved in protecting and improving school-age children’s health and well-being.
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Garalgordobil, Maite. "CYBERBULLYING. SCREENING DE ACOSO ENTRE IGUALES: DESCRIPCIÓN Y DATOS PSICOMÉTRICOS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 311. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.617.
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Abstract.CYBERBULLYING. SCREENING FOR PEER BULLYING: DESCRIPTION AND PSYCHOMETRIC DATACurrent concern about violent peer behaviors, both “face-to-face” bullying, and through information and communication technologies (cyberbullying) underlies this study, the purpose of which is to construct a tool that allows easy and rapid identification of this type of violence. In the communication, the “Cyberbullying. Screening for peer bullying” (Garaigordobil, 2013) test is described and psychometric information is provided. The test is divided into two sections that allow exploring “face-to-face” bullying (physical, verbal, social, psychological) and 15 cyberbullying behaviors (stealing passwords, anonymous intimidating calls, sending offending/insulting messages, slandering/spreading discrediting rumors, supplanting identity, sexual harassment...). The screening tool provides four indicators of bullying and cyberbullying: 1) Victimization (victimization behaviors suffered in the past year-victim); 2) Aggression (aggressive/bullying behaviors carried out in the past year-aggressor); 3) Observation (others’ aggressive/bullying behaviors observed in the past year-observer), and 4) Aggressive- Victimization (bullying behaviors suffered as victim and carried out as aggressor). The instrument identifies the existence and severity of the problem. The study was carried out with a representative sample of adolescents and young people from the Basque Country made up of 3,026 participants aged between 12 and 18 years. The Cronbach alpha coefficients for the section of bullying (total ? = .81; victimization ? = .70; aggression ? = .71; observation ? = .80), and cyberbullying (total ? = .91; cyber-victimization ? = .82; cyber-aggression ? = .91; cyberobservation ? = .87) showed adequate internal consistency. The gamma coefficients (between .60 and .81) of the indicators of bullying and cyberbullying confirmed adequate temporal stability. Factor analysis yielded a threefactor structure (victims/aggressors/observers) in bullying and cyberbullying, which explain 57.89 and 40.15%, respectively, of the variance. Validation analyses have found inverse correlations of bullying and cyberbullying with empathy, social adjustment... and positive correlations with antisocial behavior.Keywords: bullying, cyberbullying, screening, assessment, violence.Resumen.La preocupación actual por las conductas violentas entre iguales, tanto “cara-a-cara” (bullying), como mediante las tecnologías de la información y comunicación (cyberbullying) está en la base del estudio, que tiene como finalidad construir una herramienta que permita identificar de forma fácil y rápida este tipo de violencia. En la comunicación se describe la prueba “Cyberbullying. Screening de acoso entre iguales (Garaigordobil, 2013)” y se aporta información psicométrica. El test se configura en dos secciones que permiten explorar conductas de bullying “cara-a-cara” (físico, verbal, social, psicológico) y quince conductas de cyberbullying (robo de contraseña, llamar anónimamente para atemorizar, enviar mensajes ofensivos/insultantes, difamar/difundir rumores para desprestigiar, suplantar la identidad, acosar sexualmente...). El screening informa de cuatro indicadores de bullying y cyberbullying: 1) Victimización (conductas de victimización que ha sufrido en el último año-víctima); 2) Agresión (conductas agresivas/acoso que ha realizado en el último año-agresor); 3) Observación (conductas agresivas/acoso que ha observado ejecutar a otros durante el último año-observador), y 4) Victimización- Agresiva (conductas de acoso que sufre como víctima y realiza como agresor). El instrumento identifica la existencia y la gravedad del problema. El estudio se realizó con una muestra representativa de adolescentes y jóvenes del País Vasco compuesta por 3.026 participantes de 12 a 18 años. Los coeficientes alfa de Cronbach para la sección de bullying (total ?= .81; victimización ?= .70; agresión ?= .71; observación ?= .80), como de cyberbullying (total ?= .91; cibervictimización ?= .82; ciberagresión ?= .91; ciberobservación ?= .87), evidenciaron adecuada consistencia interna. Los coeficientes Gamma en los indicadores de bullying y cyberbullying (entre .60 y .81) confirman una estabilidad temporal adecuada. El análisis factorial evidenció una estructura configurada por 3 factores (víctimas/agresores/observadores) en bullying y cyberbullying que explican el 57,89% y 40,15% de la varianza. Análisis de validación han encontrado correlaciones inversas del bullying y cyberbullying con empatía, adaptación social... y positivas con conducta antisocial.Palabras Clave: bullying, cyberbullying, screening, evaluación, violencia.
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Payne, Allison Ann, and Kirsten L. Hutzell. "Old Wine, New Bottle? Comparing Interpersonal Bullying and Cyberbullying Victimization." Youth & Society 49, no. 8 (December 1, 2015): 1149–78. http://dx.doi.org/10.1177/0044118x15617401.
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This study uses a large nationally representative sample to compare and contrast interpersonal bullying and cyberbullying by asking the following questions: (a) How does the prevalence of cyberbullying victimization compare with the prevalence of interpersonal bullying victimization? (b) How does the relationship between demographic predictors and cyberbullying victimization compare with the relationship between these predictors and interpersonal bullying victimization? and (c) How does the relationship between cyberbullying victimization and avoidance behaviors compare with the relationship between interpersonal bullying victimization and avoidance behaviors? Findings demonstrate that interpersonal bullying victimization is far more prevalent than cyberbullying victimization. Results also illustrate differences in the relationships between demographics and bullying victimization. Finally, students who are a victim of either form of bullying are more likely to engage in school avoidance behaviors. These results highlight the need for comprehensive and preventive programs that can reduce the negative consequences of bullying victimization.
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Alhajji, Mohammed, Sarah Bass, and Ting Dai. "Cyberbullying, Mental Health, and Violence in Adolescents and Associations With Sex and Race: Data From the 2015 Youth Risk Behavior Survey." Global Pediatric Health 6 (January 2019): 2333794X1986888. http://dx.doi.org/10.1177/2333794x19868887.
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Background. Cyberbullying is a serious issue among adolescents, but little is known about how demographics are associated with mental health conditions and violent behaviors. The present study examined the association of cyberbullying victimization with mental health conditions and violent behaviors among adolescents, specifically examining potential differences by sex and race. Methods. National data obtained from a representative sample of 9th to 12th grade students (N = 15 465) in the United States were examined using bivariate and logistic regression analysis. Results. More than 15% of students reported cyberbullying victimization. Females were twice as likely to report victimization than males, and non-white students were 50% less likely to report cyberbullying victimization. Cyberbullying victimization was significantly more likely in students who reported depressive symptoms, suicidal ideation, suicide planning, carrying a weapon, and engaging in a physical fight. These associations were more pronounced in males. Conclusions. Our findings show that female and white adolescents are at increased risk of being cyberbullied. However, negative mental health outcomes and violent behaviors are more pronounced in males, indicating potential negative effects of being a cyberbullying victim based on sex. We envisage the best way to combat cyberbullying is to develop programs that are sensitive to potential demographic differences to empower students based on individual risks.
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González-Calatayud, Víctor, and María Paz Prendes Espinosa. "Role-Based Cyberbullying Situations: Cybervictims, Cyberaggressors and Cyberbystanders." International Journal of Environmental Research and Public Health 18, no. 16 (August 17, 2021): 8669. http://dx.doi.org/10.3390/ijerph18168669.
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The use of information and communication technology (ICT) has led to new risks, and among them is cyberbullying. It is important to be aware of the prevalence of cyberbullying in order to design intervention plans based on real contexts. Studies, however, vary widely in the data they report. These discrepancies may be due to differences in measurement. The main aim of our study, conducted in the Region of Murcia (Spain), was to ascertain the prevalence of cyberbullying in the three roles involved: victim, perpetrator and bystander. A descriptive, correlational and quantitative study was conducted using a “Cyberbullying: peer harassment screening”questionnaire to collect data. The representative sample comprised 950 students aged between 11 and 18 years (M = 13.93, SD = 1.35). The data showed that 72.1% of the participants had been involved in one or more cyberbullying situation (as victim, aggressor and/or bystander) in the previous year. Specifically, 49.3% had been cybervictims, 23.3% cyberaggressors and 62.3% cyberbystanders. The study provides detailed information about the prevalence of cyberbullying in the Region of Murcia and enables comparisons of the three roles involved. The data point to the need to promote active prevention and psychoeducational intervention strategies.
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Lee, Jungup, JongSerl Chun, Jinyung Kim, Jieun Lee, and Serim Lee. "A Social-Ecological Approach to Understanding the Relationship between Cyberbullying Victimization and Suicidal Ideation in South Korean Adolescents: The Moderating Effect of School Connectedness." International Journal of Environmental Research and Public Health 18, no. 20 (October 11, 2021): 10623. http://dx.doi.org/10.3390/ijerph182010623.
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Background: Cyberbullying victimization and suicidal ideation are both ongoing deleterious social problems in South Korea. Using the social-ecological approach, this study examined the association between cyberbullying victimization and suicidal ideation as well as the buffering role of school connectedness in this relationship. Methods: A nationally representative sample of 7333 adolescents from the 2016 Korean Children and Youth Right Study participated in the study. Data were analyzed using descriptive statistics, Wald chi-square test, bivariate correlations, and multivariate logistic regression analyses. Results: Nearly 17.7% of adolescents were cyberbullied, and 28.4% had suicidal ideation in the past 12 months. Cyberbullying victims were at an increased risk of suicidal ideation. The results also found that parental abuse, family dysfunction, and perceived peer relationship stress were positively associated with suicidal ideation, while parental support for autonomy was negatively associated with suicidal ideation. Further, school connectedness moderated on the relationship between cyberbullying victimization and adolescent suicidal ideation. Conclusions: These findings suggest that various stakeholders should consider interventions and preventive programs that address school connectedness when working with adolescents who are victims of cyberbullying and exhibit suicidal behavior.
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Zhang, Xi, Ziqiang Han, and Zhanlong Ba. "Cyberbullying Involvement and Psychological Distress among Chinese Adolescents: The Moderating Effects of Family Cohesion and School Cohesion." International Journal of Environmental Research and Public Health 17, no. 23 (December 1, 2020): 8938. http://dx.doi.org/10.3390/ijerph17238938.
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Cyberbullying and its consequences is a little-investigated public health issue. We investigated the correlations between cyberbullying involvement, either being a victim or being a preparator, and psychological distress among a group of Chinese adolescents. A representative sample of 4978 students from Jiangsu province covering all types of pre-college schools was surveyed using a stratified sampling method. Both being a victim and being a perpetrator correlated with higher degrees of psychological distress, and the former’s effect is stronger. Family cohesion and school cohesion are protective factors of psychological distress, but only family cohesion plays a moderating effect between cyberbullying involvement and distress. Moreover, the positive correlations between cyberbullying involvement and psychological distress become non-significant when the interactions are included in regression models. Last but not least, female students and students in a higher grade or students with worse academic performance have higher degrees of distress. Our study reveals that, instead of school cohesion, family cohesion is more important to mitigate the psychological impact of cyberbullying involvement and eventually heal the trauma.
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Petrenko, Inna. "Modern approaches to creating a safe space for children: educational security projects in Ukraine." Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy 4, no. 41 (December 31, 2021): 73–81. http://dx.doi.org/10.5604/01.3001.0015.7773.
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The article argues that the education system as the social institution for masses should play a leading role in reducing the existing risks to children’s safety and developing a responsible attitude of children to their lives and health, the world around them, so it is important to design and organize a safe educational environment for children’s development. The article analyzes the essence of the concepts “space”, “environment”, “safe educational environment”, “space of a safe childhood” and their correlation. The research has found that the space of a safe childhood is a characteristic of the child’s life world, which includes a set of actions, conditions and relationships that provide physical, emotional and psychological protection. The space is filled with interconnected local environments built into it: physical, social, educational, cultural, and others. Creation of a space for a safe childhood is a prerequisite for the development of a child and formation of real prospects for the future. The formation of such a space is carried out through education in the field of life safety, subject-subject interaction of the child, teacher and parents, the creation of adaptive and developmental conditions aimed at overcoming existing threats in the implementation of various projects. The research has identified and characterized modern approaches to creating a safe space for children, such as: metasystem approach (representation of a safe childhood space as an open self-organized and self-developing system), environmental approach (influence of climatic, ecological, man-made conditions and regional risks on the success of a safe space childhood), culturological approach (connection of a child with culture as a system of values, formation of child’s humanistic values: life and health, the values of nature), activity-reflexive approach (joint activity of teachers, parents, children, public organizations to ensure environmental, informational, technical and legal protection of a child through sensory experience, which is then evaluated). The article suggests an overview of domestic and international safety projects, such as Gdansk Security Program (Poland) and Ukrainian projects “Safe and child-friendly school”, “Online safety school for children”, anti-cyberbullying project chatbot “Cyberpes”, “Stop sexting”, “Safe childhood” (“Safe School” and “Security Educator” projects).
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Paul, Simone, Peter K. Smith, and Herbert H. Blumberg. "Addressing Cyberbullying in School Using the Quality Circle Approach." Australian Journal of Guidance and Counselling 20, no. 2 (December 1, 2010): 157–68. http://dx.doi.org/10.1375/ajgc.20.2.157.
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AbstractCyberbullying has become a significant area of concern, yet research is still at an early stage. The Quality Circle approach allows explorative analysis of cyberbullying in school settings by identifying issues for further consideration. In this study of cyberbullying in one UK secondary school, Quality Circle participants were required to establish a small anti-bullying taskforce, and then with the guidance of a facilitator, embark on a problem-solving exercise over a period of time. The process involves identifying key issues and prioritising concerns, analysing problems and generating solutions, through participation in a series of themed workshops. Six Quality Circle groups were formed, and the work produced during practical activities was documented and discussions recorded as evidence of emerging themes. The areas of interest regarding cyberbullying were the differing perceptions reported by each representative group, and collectively the range of problems and solutions identified.
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Kim, Yun Jin, Linchao Qian, and Muhammad Shahzad Aslam. "Cyberbullying Among Traditional and Complementary Medicine Practitioners in the Workplace: Protocol for a Cross-sectional Descriptive Study." JMIR Research Protocols 10, no. 8 (August 12, 2021): e29582. http://dx.doi.org/10.2196/29582.
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Background Cyberbullying is becoming prevalent among health care professionals and may cause a variety of mental health issues. Traditional and complementary medicine practitioners remain an important pillar of the health care system in Malaysia. Objective This paper presents a study protocol for an online survey (Cyberbullying Among Traditional and Complementary Medicine Practitioner [TCMPs]) that will collect the first nationwide representative data on cyberbullying behavior among traditional and complementary medicine practitioners in Malaysia. The objectives of the survey are to (1) evaluate the cyberbullying behavior among traditional and complementary medicine practitioners in Malaysia, (2) identify sociodemographic and social factors related to cyberbullying, and (3) evaluate the association between cyberbullying behavior, sociodemographic, and social factors. Methods A snowball sampling strategy will be applied. Traditional and complementary medicine practitioners who are permanent Malaysian residents will be randomly selected and invited to participate in the survey (N=1023). Cyberbullying behavior will be measured using the Cyberbullying Behavior Questionnaire (CBQ). Data on the following items will be collected: work-related bullying, person-related bullying, aggressively worded messages, distortion of messages, sending offensive photos/videos, hacking computers or sending a virus or rude message, and threatening messages about personal life or family members. We will also collect data on participants’ sociodemographic characteristics, social factors, and substance abuse behavior. Results This cross-sectional descriptive study was registered with Research Registry (Unique Identifying Number 6216; November 05, 2020). This research work (substudy) is planned under a phase 1 study approved by the Research Management Centre, Xiamen University Malaysia. This substudy has been approved by the Research Ethics Committee of Xiamen University Malaysia (REC-2011.01). The cross-sectional survey will be conducted from July 01, 2021, to June 30, 2022. Data preparation and statistical analyses are planned from January 2022 onward. Conclusions The current research can contribute to identify the prevalence of workplace cyberbullying among Malaysian traditional and complementary medicine practitioners. The results will help government stakeholders, health professionals, and education professionals to understand the psychological well-being of Malaysian traditional and complementary medicine practitioners. Trial Registration Research Registry Unique Identifying Number 6216; https://tinyurl.com/3rsmxs7u International Registered Report Identifier (IRRID) PRR1-10.2196/29582
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ALEXANDROVA-KARAMANOVA, Anna. "BULLYING AND VIOLENCE AMONG ADOLESCENTS IN BULGARIA: THE IMPACT OF POSITIVE YOUTH DEVELOPMENT." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 291–303. http://dx.doi.org/10.26758/12.1.22.
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Objectives. Bullying and physical fighting are prevalent among adolescents and have negative health and psychosocial effects for both perpetrators and victims. Risk and protective factors for bullying and violence have been identified, including the protective role of the characteristics of Positive Youth Development. According to Lerner’s 5Cs model these include Competence, Confidence, Connection, Character, and Caring. The aim of the study was to explore the impact of Positive Youth Development characteristics on adolescent bullying and cyberbullying perpetration and participation in physical fighting. Material and methods. Data from the 2017/2018 Bulgarian Health Behaviour in School-Aged Children [HBSC] study were used. The national representative sample comprised 1517 adolescents aged 15 years. Measures included the Positive Youth Development Scale – short form and single-item measures of bullying, cyberbullying and physical fighting. Results. Bullying, cyberbullying, and physical fighting were prevalent among Bulgarian adolescents, more often in boys. The proportion of explained variance by the 5 Positive Youth Development characteristics was 3% for bullying, 11% for cyberbullying and 4% for fighting. Bullying and cyberbullying were both significantly negatively associated with Character, with bullying also significantly negatively associated with Confidence. Physical fighting was significantly negatively associated with Confidence and Caring and positively associated with Competence. These associations remained significant after being adjusted for gender and socioeconomic status, except for the association between fighting and Caring. Conclusions. Findings suggest the development of the characteristics of Positive Youth Development (especially Character and Confidence) through various youth programs can contribute to the reduction of bullying and violence in young people. Keywords: bullying perpetration, cyberbullying perpetration, physical fighting, Positive Youth Development, adolescents.
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Sergentanis, Theodoros N., Sofia D. Bampalitsa, Paraskevi Theofilou, Eleni Panagouli, Elpis Vlachopapadopoulou, Stefanos Michalacos, Alexandros Gryparis, et al. "Cyberbullying and Obesity in Adolescents: Prevalence and Associations in Seven European Countries of the EU NET ADB Survey." Children 8, no. 3 (March 18, 2021): 235. http://dx.doi.org/10.3390/children8030235.
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Background: overweight and obese individuals may often face aggressive messages or comments on the internet. This study attempts to evaluate the association between cyberbullying victimization and overweight/obesity in adolescents participating in the European Network for Addictive Behavior (EU NET ADB) survey. Methods: a school-based cross-sectional study of adolescents aged 14–17.9 years was conducted (n = 8785) within the EU NET ADB survey, including data from seven European countries (Germany, Greece, Iceland, the Netherlands, Romania, Poland, Spain). Complex samples and univariate and multivariate logistic regression analyses were performed. Results: overall, overweight adolescents were more likely to have been cyberbullied compared to their normal weight peers (adjusted OR (Odds ratio) = 1.20, CI (confidence intervals): 1.01–1.42); this association was pronounced in Germany (adjusted OR = 1.58, CI: 1.11–2.25). In Iceland, obese adolescents reported cyberbullying victimization more frequently compared to their normal weight peers (adjusted OR = 2.87, 95% CI: 1.00–8.19). No significant associations with cyberbullying victimization were identified either for obese or overweight adolescents in Greece, Spain, Romania, Poland, and the Netherlands. Conclusions: this study reveals an overall association between cyberbullying victimization and overweight on the basis of a sizable, representative sample of adolescent population from seven European countries. Country-specific differences might reflect differential behavioral perceptions, but also normalization aspects.
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Giménez Gualdo, Ana M., Javier Jerónimo Maquilón Sánchez, and Pilar Arnaiz Sánchez. "Usos problemáticos y agresivos de las TIC por parte de adolescentes implicados en cyberbullying." Revista de Investigación Educativa 33, no. 2 (July 2, 2015): 335. http://dx.doi.org/10.6018/rie.33.2.199841.
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<p>Los menores se enfrentan en la red a diversos riesgos entre los que destaca el uso problemático de las tecnologías y el <em>cyberbullying. </em>Esta investigación analiza ambos problemas en una muestra representativa de 1914 adolescentes de educación primaria, secundaria y bachillerato. Los resultados muestran un porcentaje de <em>cyberbullying </em>del 8%, y niveles altos de ansiedad, agresividad y cambio de intereses relacionadas con el uso problemático de las TIC en agresores y víctimas respecto a los no implicados. Ambos grupos indican experiencias de <em>cyberbullying </em>muy recientes aunque con una frecuencia leve, destacando entre las formas más comunes insultos, amenazas y denigraciones, y como aplicaciones el WhatsApp y las redes sociales. Se analiza la influencia del sexo y el nivel educativo para cada variable. En conclusión se señala que conocer estas problemáticas desde el perfil de agresores y víctimas ayuda a la identificación y prevención de situaciones futuras.</p>
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Tintori, Antonio, Giulia Ciancimino, Ilaria Bombelli, Daniele De Rocchi, and Loredana Cerbara. "Children’s Online Safety: Predictive Factors of Cyberbullying and Online Grooming Involvement." Societies 13, no. 2 (February 17, 2023): 47. http://dx.doi.org/10.3390/soc13020047.
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The increase in the use of the Internet, strongly boosted by the spread of COVID-19, has amplified the risk of involvement in cyberbullying and online grooming among minors. To date, most research on these phenomena has focused on middle and high school students, with fewer studies on younger children. The present study aims to fill this knowledge gap by measuring the spread of cyberbullying and online grooming in a sample of 410 primary school students in the city of Rome and by identifying the main individual and environmental predictors associated with the involvement of children in these phenomena using factor analysis. Results indicate that both cyberbullying and online grooming are widespread among respondents, showing common traits within the four latent dimensions identified. Screen time is among the main predictors of children’s involvement, together with parental supervision, phubbing behaviours, prosocial tendencies and family socio-economic background. These findings highlight the need for further studies on representative samples of this age group, as well as for a greater cooperative effort among schools, parents and caregivers to keep children safe in the virtual world.
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Henares-Montiel, Jesús, Vivian Benítez-Hidalgo, Isabel Ruiz-Pérez, Guadalupe Pastor-Moreno, and Miguel Rodríguez-Barranco. "Cyberbullying and Associated Factors in Member Countries of the European Union: A Systematic Review and Meta-Analysis of Studies with Representative Population Samples." International Journal of Environmental Research and Public Health 19, no. 12 (June 15, 2022): 7364. http://dx.doi.org/10.3390/ijerph19127364.
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The aim of this study is to conduct a systematic review and meta-analysis to summarise the current state of empirical research and establish an up-to-date estimate of the prevalence of cyberbullying through the gathering of self-reported experiences from representative population samples from EU countries. Bibliographic searches were conducted on main electronic databases for studies until November 2021. We considered observational studies that provided data on cyberbullying prevalence and/or associated factors. Seven studies with data from 25 countries were included. Rates ranged between 2.8–31.5% for cybervictimization, between 3.0–30.6% for cyberperpetration, and between 13.0–53.1% for cyberbystanding. The rate of cybervictimization perpetration was 4%. Meta-analysis-pooled prevalence showed rates of 9.62% and 11.91% for cybervictimization and cyberperpetration, respectively. Given the large variation in the rates seen between the different examined studies, in addition to the increase over recent years in the prevalence rates of the different examined dimensions of cyberbullying, it would be useful to deepen research into the causes of these differences and the factors associated with each of the dimensions. This should be performed through populational surveys which enable the collection of a greater quantity of more consistent information with a view to designing prevention and intervention CB programs that are targeted and adapted towards the characteristics of the target population.
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Karimi, Younes, Anna Squicciarini, and Shomir Wilson. "Automated Detection of Doxing on Twitter." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–24. http://dx.doi.org/10.1145/3555167.
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Doxing refers to the practice of disclosing sensitive personal information about a person without their consent. This form of cyberbullying is an unpleasant and sometimes dangerous phenomenon for online social networks. Although prior work exists on automated identification of other types of cyberbullying, a need exists for methods capable of detecting doxing on Twitter specifically. We propose and evaluate a set of approaches for automatically detecting second- and third-party disclosures on Twitter of sensitive private information, a subset of which constitutes doxing. We summarize our findings of common intentions behind doxing episodes and compare nine different approaches for automated detection based on string-matching and one-hot encoded heuristics, as well as word and contextualized string embedding representations of tweets. We identify an approach providing 96.86% accuracy and 97.37% recall using contextualized string embeddings and conclude by discussing the practicality of our proposed methods.
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Bergmann, Marie, and Dirk Baier. "Prevalence and Correlates of Cyberbullying Perpetration. Findings from a German Representative Student Survey." International Journal of Environmental Research and Public Health 15, no. 2 (February 6, 2018): 274. http://dx.doi.org/10.3390/ijerph15020274.
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Barbosa, C. H. M. "Cyberbulling and otherness at scholl: A study in social representations with students from São José dos Quatro Marcos, Mato Grosso." Scientific Electronic Archives 5 (March 21, 2014): 47–52. http://dx.doi.org/10.36560/50201449.
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This article born from project entitled "The multiple faces of the violence at school" developed by the Interdisciplinary Nucleus of Research in Education and Society (NIPES), from Quatro Marcos College, Mato Grosso. The aim of this research was to approach of social representations of bullying and cyberbullying and discuss, thus, the impasses for the construction of otherness, among adolescents, students from public schools from São José dos Quatro Marcos, Mato Grosso. The empirical material was achieved by realization of interviews with participants between 14 and 17 years old, during the first semester of 2010. The Thematic Content Analysis was the method of data analysis listed for the evaluation of sense nucleus, around which, other ideas gravitated, for the explanation of social representations of bullying, cyberbullying and possible correlations of these with the dealing with the difference, at the scholar ambit. The results showed that the use of the Internet by research subjects and the intergroup relations, at school, are strongly related. The "teasing" and the placement of nicknames, among students, seemed to be the privileged way to deal with the different, who was mocked, in virtual space, for not being well-liked or accepted, within a group. Guided by discredit and disregard to the moral integrity, the teasing had teenager colleagues and teachers as main targets, being this realization justified, for the interviewees, authors of these acts, for being "something natural from adolescence."
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Shaw, Thérèse, and Donna Cross. "The Clustering of Bullying and Cyberbullying Behaviour within Australian Schools." Australian Journal of Education 56, no. 2 (August 2012): 142–62. http://dx.doi.org/10.1177/000494411205600204.
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Bullying between students at school can seriously affect students' health and academic outcomes. To date, little is known regarding the extent to which bullying behaviour is clustered within certain schools rather than similarly prevalent across all schools. Additionally, studies of bullying behaviour in schools that do not account for clustering of such behaviour by students within the same school are likely to be underpowered and yield imprecise estimates. This article presents intraclass correlation (ICC) values for bullying victimisation and perpetration measures based on a large representative sample of 106 Australian schools. Results show that bullying is not confined to specific schools and school differences contribute little to explaining students' bullying behaviour. Despite this, seemingly negligible ICC values can substantially affect the sample sizes required to attain sufficiently powered studies, when large numbers of students are sampled per school. Sample size calculations are illustrated.
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Rodríguez-Hidalgo, Antonio J., Eva Solera, and Juan Calmaestra. "Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain." Journal of Cross-Cultural Psychology 49, no. 10 (August 30, 2018): 1506–22. http://dx.doi.org/10.1177/0022022118795283.
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Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain ( N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.
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Gómez Almanza, Astrid Carolina, Diana Castillejo, and Germán Vargas. "Cyberbullying: intimidación entre adolescentes a través de la red social Facebook." Praxis Pedagógica 13, no. 14 (January 28, 2013): 31–44. http://dx.doi.org/10.26620/uniminuto.praxis.13.14.2013.31-44.
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El objetivo del presente artículo fue describir de que manera un grupo de jóvenes de grado sexto pertenecientes al colegio distrital León de Greiff en la ciudad de Bogotá, se estaban viendo afectados en su convivencia escolar por el uso inadecuado de Facebook. La investigación fue de tipo cualitativo, con diseño de estudio de caso y una muestra representativa de 16 estudiantes de género femenino entre los 11 y 13 años de edad. En la recolección de datos se utilizaron entrevistas, diarios de campo/bitácoras, observación participante y sistemas de registro tecnológico. Para triangular la información, se utilizó el programa ATLAS TI, donde se analizaron las categorías en contexto, cyberbullying, información, intimidación, Facebook y sujeto. Se efectuó un proceso de codificación, categorización y nivel conceptual. Los resultados mostraron que los 16 estudiantes utilizan Facebook con fines intimidantes de forma directa, indirecta o de intimidación social /relacional.
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Ayuningtari, Arum Wilis Kartika. "YOUTH CYBERBULLYING SEBAGAI TEMA PENCIPTAAN KARYA SENI LUKIS." Gorga : Jurnal Seni Rupa 11, no. 2 (December 28, 2022): 521. http://dx.doi.org/10.24114/gr.v11i2.39164.
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The background of this research is based on the occurrence and emergence of cyberbullying cases that afflict Indonesian teenagers. Youth are considered unable to filter bad messages that they get, so they are vulnerable to negative impacts such as depression to suicide. This writing aims to create works of art with ideas originating from the phenomenon of cyberbullying that is rife in this digital era, especially for teenagers or youth. . The method used in this artistic creation is a combination of two methods, namely the practice-based research method and practice-led research method. This research produces three works of two-dimensional painting that are representational deformative and have symbolic meanings with acrylic on plywood media. The data is obtained through document studies and literature studies. These three artworks have the titles (1) Your Words Killed Me, (2) Hate Comments, and (3) Burdened. This creation is useful as a medium of criticism and as a medium of education to the public related to the phenomenon or topic of cyberbullying. This phenomenon should be aware of and must be stopped immediately to reduce the negative impact that harms its victims.Keywords: youth, cyberbullying, painting. AbstrakLatar belakang penciptaan ini didasari atas keprihatinan dan kekhawatiran akan maraknya kasus cyberbullying yang menimpa remaja Indonesia. Remaja dinilai belum dapat melakukan filter atas pesan buruk yang mereka dapatkan, sehingga mereka rentan terkena dampak negatif seperti depresi hingga bunuh diri. Penciptaan ini bertujuan untuk menciptakan karya seni lukis dengan ide bersumber dari fenomena cyberbullying yang marak terjadi pada era digital ini, khususnya kepada remaja. Penciptaan karya seni lukis ini menggunakan kombinasi dua metode, metode practice-based research dan practice-led research. Proses mengumpulkan data diperoleh melalui studi pustaka dan studi dokumen. Hasil penciptaan ini berupa tiga karya seni lukis dua dimensi yang representasional deformatif serta memiliki makna simbolik dengan media acrylic on plywood. Ketiga karya seni lukis ini memiliki judul (1) your words killed me, (2) hate comments, dan (3) burdened. Penciptaan ini berguna sebagai media kritik dan sebagai media edukasi kepada masyarakat berkaitan dengan fenomena atau topik cyberbullying. Fenomena ini patut untuk diwaspadai dan harus segera dihentikan untuk mengurangi dampak negatif yang merugikan para korbannya.Kata Kunci: remaja, cyberbullying, seni lukis.Author:Arum Wilis Kartika Ayuningtari : Institut Seni Indonesia Yogyakarta References:Anwar, F. (2017). Perubahan dan permasalahan media sosial. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 1(1), 137-144.Asa, F. O., Ahdi, S., & Elapatsa, A. (2021). Fenomena Korupsi: Tikus sebagai Inspirasi Lukis. Gorga: Jurnal Seni Rupa, 10(2), 508-514.doi: 10.24114/gr.v10i2.28059.Sanjaya, B., & Citra, Y. P. A. (2022). Fenomena Aku Setelah Pandemi Covid-19 sebagai Ide Penciptaan Karya Seni Lukis. Gorga: Jurnal Seni Rupa, 11(1), 107-113.Diananda, A. (2019). Psikologi remaja dan permasalahannya. Istighna: Jurnal Pendidikan dan Pemikiran Islam, 1(1), 116-133.Fitri, N. F., & Adelya, B. (2017). Kematangan emosi remaja dalam pengentasan masalah. JPGI (Jurnal Penelitian Guru Indonesia), 2(2), 30-39.Ginting, J., & Triyanto, R. (2020). Tinjauan Ketepatan Bentuk, Gelap Terang, dan Warna pada Gambar Bentuk Media Akrilik. Gorga: Jurnal Seni Rupa, 9(2), 300-308.Harris, I. M., Beese, S., & Moore, D. (2019). Predicting Repeated Self-harm or Suicide in Adolescents and Young Adults Using Risk Assessment Scales/tools: a Systematic Review Protocol. Systematic reviews, 8(1), 1-6. 10.1186/s13643-019-1007-7.Hidayati, K. B., & Farid, M. (2016). Konsep diri, adversity quotient dan penyesuaian diri pada remaja. Persona: Jurnal Psikologi Indonesia, 5(02), 137-144.Imani, F. A., Kusmawati, A., & Tohari, M. A. (2021). Pencegahan Kasus Cyberbullying Bagi Remaja Pengguna Sosial Media. KHIDMAT SOSIAL: Journal of Social Work and Social Services, 2(1), 74-83.Jalal, N. M., Idris, M., & Muliana, M. (2021). Faktor-faktor Cyberbullying Padaremaja. IKRA-ITH HUMANIORA: Jurnal Sosial dan Humaniora, 5(2), 1-9.Muannas, M., & Mansyur, M. (2020). Model Literasi Digital untuk Melawan Ujaran Kebencian di Media Sosial (Digital Literacy Model to Counter Hate Speech on Social Media). JURNAL IPTEKKOM (Jurnal Ilmu Pengetahuan & Teknologi Informasi), 22(2), 125-142.Ningrum, D. J., Suryadi, S., & Wardhana, D. E. C. (2018). Kajian ujaran kebencian di media sosial. Jurnal Ilmiah Korpus, 2(3), 241-252. 10.33369/jik.v2i3.6779.Rafiq, A. (2020). Dampak Media Sosial Terhadap Perubahan Sosial Suatu Masyarakat. Global Komunika, 1(1), 18-29.Rajudin, R., Miswar, M., & Muler, Y. (2020). Metode Penciptaan Bentuk Representasional, Simbolik, dan Abstrak (Studi Penciptaan Karya Seni Murni di Sumatera Barat, Indonesia). Gorga: Jurnal Seni Rupa, 9(2), 261-272. 10.24114/gr.v9i2.19950.Riswanto, D., & Marsinun, R. (2020). Perilaku cyberbullying remaja di media sosial. Analitika: Jurnal Magister Psikologi UMA, 12(2), 98-111. 10.31289/analitika.v12i2.3704.Rumra, N. S., & Rahayu, B. A. (2021). Perilaku Cyberbullying pada Remaja. Jurnal Ilmiah Kesehatan Jiwa, 3(1), 41-48.Kumala, A. P. B., & Sukmawati, A. (2020). Dampak Cyberbullying Pada Remaja. Alauddin Scientific Journal of Nursing, 1(1), 55-65.Tarigan, T., & Apsari, N. C. (2021). Perilaku Self-Harm atau Melukai Diri Sendiri yang Dilakukan oleh Remaja (Self-Harm or Self-Injuring Behavior by Adolescents). Focus: Jurnal Pekerjaan Sosial, 4(2), 213-224.Ybarra, M. L., & Mitchell, K. J. (2004). Youth Engaging in Online Harassment: Associations with Caregiver–Child Relationships, Internet Use, and Personal Characteristics. Journal of adolescence, 27(3), 319-336. 10.1016/j.adolescence.2004.03.007.Yetri, I. T. S., Munaf, Y., & Dharsono, D. (2018). Fenomena Urban dan Budaya Merantau sebagai Rangsang Cipta dalam Karya Seni Lukis. Gorga: Jurnal Seni Rupa, 7(2), 192-197. 10.24114/gr.v7i2.11058.
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Martín-Criado, Jose M., Jose A. Casas, and Rosario Ortega-Ruiz. "Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention." International Journal of Environmental Research and Public Health 18, no. 4 (February 7, 2021): 1562. http://dx.doi.org/10.3390/ijerph18041562.
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From an increasingly early age, parents face the challenge of educating their sons and daughters to act in the world of offline and online relationships. If for professional educators it is not proving easy, the involvement and guidance of parents in their children′s use of the internet seems to be a complex and unexplored challenge. This work aims to analyse the variables that influence digital education and determine a predictive model of positive parental involvement. This study was done with a representative sample consisting of five hundred and ninety-six families (596), representing the parents of children from schools with similar socio-cultural indexes. To do this, and using self-report instruments convertible into independent scales, four predictor variables were analysed: (1) parental knowledge of cyberbullying; (2) perception of parental competence in this regard; (3) parental perception of online risks; and (4) the attribution of parental responsibility in digital education. A structural equations model (SEM) examined the predictive value of these variables with respect to positive parental involvement. The structural equations model confirmed direct and mediated relationships between the independent and mediating variables on the dependent variable: parental supervision. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge of cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility.
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Chen, Mengtong, Anne Cheung, and Ko Chan. "Doxing: What Adolescents Look for and Their Intentions." International Journal of Environmental Research and Public Health 16, no. 2 (January 14, 2019): 218. http://dx.doi.org/10.3390/ijerph16020218.
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Doxing is a form of cyberbullying in which personal information on others is sought and released, thereby violating their privacy and facilitating further harassment. This study examined adolescents’ doxing participation using a representative sample of 2120 Hong Kong secondary school students. Just over one in 10 had engaged in doxing, and doxing behavior significantly increased the probability of disclosing personal information on others (odds ratio ranged between 2.705 and 5.181). Social and hostile doxing were the two most common forms of doxing. Girls were significantly more likely to conduct social doxing (χ2 = 11.84, p < 0.001), where their target was to obtain social information (χ2 = 4.79, p = 0.029), whereas boys were more likely to engage in hostile doxing aimed at obtaining personally identifiable information (χ2 = 4.31, p = 0.038) and information on others’ current living situations (χ2 = 4.17, p = 0.041). Students who had perpetrated doxing acts were more likely to have experienced information disclosure as victims, perpetrators, or bystanders. Future studies should examine doxing’s impacts and its relationship with other forms of cyberbullying and traditional bullying. Because doxing may lead to on- and off-line harassment, family, adolescents, schools, and communities must work together to develop effective approaches for combating it.
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Copp, Jennifer E., Elizabeth A. Mumford, and Bruce G. Taylor. "Online sexual harassment and cyberbullying in a nationally representative sample of teens: Prevalence, predictors, and consequences." Journal of Adolescence 93, no. 1 (December 2021): 202–11. http://dx.doi.org/10.1016/j.adolescence.2021.10.003.
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Kim, Seunghyun, Afsaneh Razi, Gianluca Stringhini, Pamela J. Wisniewski, and Munmun De Choudhury. "You Don't Know How I Feel: Insider-Outsider Perspective Gaps in Cyberbullying Risk Detection." Proceedings of the International AAAI Conference on Web and Social Media 15 (May 22, 2021): 290–302. http://dx.doi.org/10.1609/icwsm.v15i1.18061.
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Cyberbullying is a prevalent concern within social computing research that has led to the development of several supervised machine learning (ML) algorithms for automated risk detection. A critical aspect of ML algorithm development is how to establish ground truth that is representative of the phenomenon of interest in the real world. Often, ground truth is determined by third-party annotators (i.e., “outsiders”) who are removed from the situational context of the interaction; therefore, they cannot fully understand the perspective of the individuals involved (i.e., “insiders”). To understand the extent of this problem, we compare “outsider” versus “insider” perspectives when annotating 2,000 posts from an online peer-support platform. We interpolate this analysis to a corpus containing over 2.3 million posts on bullying and related topics, and reveal significant gaps in ML models that use third-party annotators to detect bullying incidents. Our results indicate that models based on the insiders’ perspectives yield a significantly higher recall in identifying bullying posts and are able to capture a range of explicit and implicit references and linguistic framings, including person-specific impressions of the incidents. Our study highlights the importance of incorporating the victim’s point of view in establishing effective tools for cyberbullying risk detection. As such, we advocate for the adoption of human-centered and value-sensitive approaches for algorithm development that bridge insider-outsider perspective gaps in a way that empowers the most vulnerable.
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van Duin, Claire, Andreas Heinz, and Helmut Willems. "Predictors of Problematic Social Media Use in a Nationally Representative Sample of Adolescents in Luxembourg." International Journal of Environmental Research and Public Health 18, no. 22 (November 12, 2021): 11878. http://dx.doi.org/10.3390/ijerph182211878.
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Social media use has increased substantially over the past decades, especially among adolescents. A proportion of adolescents develop a pattern of problematic social media use (PSMU). Predictors of PSMU are insufficiently understood and researched. This study aims to investigate predictors of PSMU in a nationally representative sample of adolescents in Luxembourg. Data from the Health Behavior in School-aged Children (HBSC) study in Luxembourg were used, in which 8687 students aged 11–18 years old participated. The data were analyzed using hierarchical multiple regression. A range of sociodemographic, social support, well-being and media use predictors were added to the model in four blocks. The predictors in the final model explained 22.3% of the variance in PSMU. The block of sociodemographic predictors explained the lowest proportion of variance in PSMU compared with the other blocks. Age negatively predicted PSMU. Of the predictors related to social support, cyberbullying perpetration was the strongest predictor of PSMU. Perceived stress and psychosomatic complaints positively predicted PSMU. The intensity of electronic media communication and preference for online social interaction were stronger predictors of PSMU than the other predictors in the model. The results indicate that prevention efforts need to consider the diverse range of predictors related to PSMU.
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Milton, Alyssa C., Benjamin A. Gill, Tracey A. Davenport, Mitchell Dowling, Jane M. Burns, and Ian B. Hickie. "Sexting, Web-Based Risks, and Safety in Two Representative National Samples of Young Australians: Prevalence, Perspectives, and Predictors." JMIR Mental Health 6, no. 6 (June 17, 2019): e13338. http://dx.doi.org/10.2196/13338.
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Background The rapid uptake of information and communication technology (ICT) over the past decade—particularly the smartphone—has coincided with large increases in sexting. All previous Australian studies examining the prevalence of sexting activities in young people have relied on convenience or self-selected samples. Concurrently, there have been recent calls to undertake more in-depth research on the relationship between mental health problems, suicidal thoughts and behaviors, and sexting. How sexters (including those who receive, send, and two-way sext) and nonsexters apply ICT safety skills warrants further research. Objective This study aimed to extend the Australian sexting literature by measuring (1) changes in the frequency of young people’s sexting activities from 2012 to 2014; (2) young people’s beliefs about sexting; (3) association of demographics, mental health and well-being items, and internet use with sexting; and (4) the relationship between sexting and ICT safety skills. Methods Computer-assisted telephone interviewing using random digit dialing was used in two Young and Well National Surveys conducted in 2012 and 2014. The participants included representative and random samples of 1400 young people aged 16 to 25 years. Results From 2012 to 2014, two-way sexting (2012: 521/1369, 38.06%; 2014: 591/1400, 42.21%; P=.03) and receiving sexts (2012: 375/1369, 27.39%; 2014: 433/1400, 30.93%; P<.001) increased significantly, not sexting (2012: 438/1369, 31.99%; 2014: 356/1400, 25.43%; P<.001) reduced significantly, whereas sending sexts (2012: n=35/1369, 2.56%; 2014: n=20/1400, 1.43%; P>.05) did not significantly change. In addition, two-way sexting and sending sexts were found to be associated with demographics (male, second language, and being in a relationship), mental health and well-being items (suicidal thoughts and behaviors and body image concerns), and ICT risks (cyberbullying others and late-night internet use). Receiving sexts was significantly associated with demographics (being male and not living with parents or guardians) and ICT risks (being cyberbullied and late-night internet use). Contrary to nonsexters, Pearson correlations demonstrated that all sexting groups (two-way, sending, and receiving) had a negative relationship with endorsing the ICT safety items relating to being careful when using the Web and not giving out personal details. Conclusions Our research demonstrates that most young Australians are sexting or exposed to sexting in some capacity. Sexting is associated with some negative health and well-being outcomes—specifically, sending sexts is linked to suicidal thoughts and behaviors, body image issues, and ICT safety risks, including cyberbullying and late-night internet use. Those who do sext are less likely to engage in many preventative ICT safety behaviors. How the community works in partnership with young people to address this needs to be a multifaceted approach, where sexting is positioned within a wider proactive conversation about gender, culture, psychosocial health, and respecting and caring for each other when on the Web.
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Levine, Rebecca S., Amy Vatne Bintliff, and Anita Raj. "Gendered Analysis of Cyberbullying Victimization and Its Associations with Suicidality: Findings from the 2019 Youth Risk Behavior Survey." Adolescents 2, no. 2 (April 26, 2022): 235–51. http://dx.doi.org/10.3390/adolescents2020019.
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Cyberbullying victimization (CV), a widespread experience in adolescence, is associated with increased depression and suicidality. However, few studies have taken a gender approach when investigating the association between CV and suicidality, despite research that indicates disparate experiences by gender for both CV and mental health. We conducted a secondary data analysis of the 2019 Youth Risk Behavior Survey (N = 10,309; 50.1% girls), a cross-sectional survey drawn from a representative sample of US high school students. We found that CV remained significantly associated with suicidality after controlling for emotional and behavioral risk factors, for both boys and girls. CV increased the odds of suicidality directly and indirectly by increasing risk for depression, for both boys and girls. Boys contending with both CV and sexual violence were particularly vulnerable to suicidality, and binge drinking was positively associated with CV for girls but negatively associated with CV for boys. Findings confirmed that CV is a pervasive issue among U.S. adolescents. A gendered approach is necessary in order to understand and address the effects of CV.
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Levine, Rebecca S., Amy Vatne Bintliff, and Anita Raj. "Gendered Analysis of Cyberbullying Victimization and Its Associations with Suicidality: Findings from the 2019 Youth Risk Behavior Survey." Adolescents 2, no. 2 (April 26, 2022): 235–51. http://dx.doi.org/10.3390/adolescents2020019.
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Cyberbullying victimization (CV), a widespread experience in adolescence, is associated with increased depression and suicidality. However, few studies have taken a gender approach when investigating the association between CV and suicidality, despite research that indicates disparate experiences by gender for both CV and mental health. We conducted a secondary data analysis of the 2019 Youth Risk Behavior Survey (N = 10,309; 50.1% girls), a cross-sectional survey drawn from a representative sample of US high school students. We found that CV remained significantly associated with suicidality after controlling for emotional and behavioral risk factors, for both boys and girls. CV increased the odds of suicidality directly and indirectly by increasing risk for depression, for both boys and girls. Boys contending with both CV and sexual violence were particularly vulnerable to suicidality, and binge drinking was positively associated with CV for girls but negatively associated with CV for boys. Findings confirmed that CV is a pervasive issue among U.S. adolescents. A gendered approach is necessary in order to understand and address the effects of CV.
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Jadambaa, Amarzaya, Hannah J. Thomas, James G. Scott, Nicholas Graves, David Brain, and Rosana Pacella. "Prevalence of traditional bullying and cyberbullying among children and adolescents in Australia: A systematic review and meta-analysis." Australian & New Zealand Journal of Psychiatry 53, no. 9 (May 9, 2019): 878–88. http://dx.doi.org/10.1177/0004867419846393.
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Background: Despite increased awareness of the adverse impact of bullying on mental health, the prevalence of bullying in Australia is uncertain. The aim of the current study was to conduct a systematic review and meta-analysis to estimate the prevalence of bullying (traditional and cyber) among Australian children and adolescents. This study synthesised bullying prevalence studies on victimisation experiences (being bullied) and perpetration experiences (bullying others). Method: A systematic review of electronic databases (A+ Education, EMBASE, ERIC, PubMed, PsycINFO and Scopus up to 27 May 2017) was conducted. In addition, reference lists of included studies, theses recorded at the National Library of Australia, and government websites were surveyed to identify local area data as well as state and nationally representative data. Overall, 898 studies were screened and out of the 126 studies assessed for eligibility, 46 satisfied the pre-determined inclusion criteria. Meta-analyses based on quality-effects models generated pooled prevalence estimates for each of the two types of bullying involvement (victimisation and perpetration), as well as distinct models for traditional bullying and cyberbullying experiences by the type of involvement. Results: Overall, the 12-month prevalence of bullying victimisation was 15.17% (95% confidence interval = [9.17, 22.30]) and perpetration was 5.27% (95% confidence interval = [3.13, 7.92]). The lifetime prevalence for traditional bullying victimisation was 25.13% (95% confidence interval = [18.73, 32.11]) and perpetration was 11.61% (95% confidence interval = [7.41, 16.57]). Cyberbullying victimisation and perpetration were less common with lifetime prevalence of 7.02% (95% confidence interval = [2.41, 13.54]) and 3.45% (95% confidence interval = [1.13, 6.84]), respectively. Conclusion: Bullying is common among children and adolescents in Australia. There is a need to improve the measurement of bullying using a standardised instrument and for prevalence estimates to be collected on a regular basis to assess change over time. Wide implementation of anti-bullying programmes in Australian schools is a viable public health approach for the prevention of mental health problems.
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Mc Guckin, Conor, Pauline K. Cummins, and Christopher Alan Lewis. "f2f and cyberbullying among children in Northern Ireland: Data from the Kids Life and Times Surveys." Psychology, Society, & Education 2, no. 2 (April 21, 2017): 83. http://dx.doi.org/10.25115/psye.v2i2.437.
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Abstract: Comparatively little is known about the nature, incidence and correlates of bully/victim problems in the Northern Ireland school system. The present study examined the prevalence of self-reported experiences of bully/ victim problems (f2f and cyber), and the relationship between such experiences and levels of psychological wellbeing among representative samples of primary school pupils who participated in the 2008 and 2009 ‘Kids Life and Times Survey’ (ARK, 2008, 2009). Bully/victim problems among these children were pervasive. Personal experience of involvement in bully/victim problems was associated with impaired psychological well-being. Findings are interpreted within the context of previous data from Northern Ireland and the wider international literature on bully/victim problems. f2f y cyberbullying entre niños de Irlanda del Norte: Datos de las Encuestas sobre Vida y Uso del Tiempo de la InfanciaResumen: Se sabe relativamente poco sobre la naturaleza, prevalencia y los correlatos de los problemas de bullying en el sistema educativo de Irlanda del Norte. El presente estudio examina la prevalencia, a partir de autoinformes, de los problemas de bullying (cara a cara -f2f- y cyber) y las relaciones entre estas experiencias y el grado de bienestar psicológico en muestras representativas de alumnos de primaria que participaron en 2008 y 2009 en las Encuestas sobre Vida y Uso del Tiempo de la Infancia (ARK, 2008, 2009). Los problemas de bullying entre los alumnos fueron frecuentes en toda la muestra. Las experiencias personales de implicación en los problemas de bullying se asociaron a peores puntuaciones en bienestar psicológico. Los resultados se han interpretado en el contexto de los datos obtenidos en Irlanda del Norte con anterioridad y en relación a la investigación internacional sobre los problemas de bullying.
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Ponomareva, Ekaterina S. "VIDEO GAMES AND AGGRESSION: THE MAJOR TRENDS IN FOREIGN STUDIES." Moscow University Psychology Bulletin, no. 3 (2022): 169–99. http://dx.doi.org/10.11621/vsp.2022.03.09.
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Background. Information technologies are developing intensively now. Problems related to their impact on human mental development are becoming relevant. Th e researchers are interested in one of the particular issues that is the interrelation between video games and aggression. Additionally, the researchers admit the inconsistency of the obtained results and the need for more comprehensive consideration of the problem. Objective. To determine the specifi cities of the problem elaboration related to the interrelation between interest in video games and aggressive tendencies in the context of the topics it is refl ected in. Methods. Th is review is based on the material of the articles indexed in Scopus. Data were collected and analyzed using the data analysis tools from online platforms Scopus and SciVal. Results. A general characterization of the articles, that are consistent with the link between interest in video games and aggression, is presented. Th e following topics were identifi ed as those that represent this link in the most detail: “Media Violence; Video Games; Aggression”, «Internet Use; Addiction; Gaming”, “Online Games; Avatar; Gaming”, “Cyberbullying; Crime Victims; Participant Roles”, “Portrayal; Stereotypy; Media Representations”. A detailed analysis of the articles, that refl ect the considered issue in the context of these topics, is presented.
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Elpus, Kenneth, and Bruce Allen Carter. "Bullying Victimization Among Music Ensemble and Theatre Students in the United States." Journal of Research in Music Education 64, no. 3 (August 3, 2016): 322–43. http://dx.doi.org/10.1177/0022429416658642.
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The purpose of this study was to analyze the prevalence of reported school victimization through physical, verbal, social/relational, and cyberbullying aggression among music ensemble and theatre students in the middle and high schools of the United States as compared to their peers involved in other school-based activities. We analyzed nationally representative data from five waves (2005–2013) of the biannual School Crime Supplement to the National Crime Victimization Survey, a joint project of the U.S. Bureau for Justice Statistics and the National Center for Education Statistics. Logistic regression results showed that music ensemble and theatre students were significantly more likely to be victimized by in-person bullying than their non-arts peers. A significant interaction between sex and arts status showed that male music and theatre students faced the greatest risk of being subjected to physical bullying aggression while female music and theatre students faced the greatest risk of victimization through social/relational aggression. Though incidents of experiencing hate speech were rare, music and theatre students faced a significantly greater risk of hate speech victimization than non-arts students. The overall probability of a music student being victimized by any type of in-person bullying was .34 compared to .25 for non-arts students.
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Markogiannaki, Maria, Leukothea Biniari, Eleni Panagouli, Loretta Thomaidis, Theodoros N. Sergentanis, Flora Bacopoulou, Thomas Babalis, et al. "Adolescent Perspectives About Online Hate Speech: Qualitative Analysis in the SELMA Project." Acta Medica Academica 50, no. 2 (November 21, 2021): 264. http://dx.doi.org/10.5644/ama2006-124.342.
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<p><strong>Objective</strong>. This paper aims to study the views, perceptions and representations of online hate speech among adolescents in the Greek cohort of the SELMA Project.</p><p><strong>Methods</strong>. Qualitative research was conducted in focus groups of 36 Greek adolescents and the data were processed through thematic analysis method.</p><p><strong>Results</strong>. The majority was unfamiliar with the term “hate speech” and confused it with cyberbullying. The target characteristics of hate, ethnicity, race, gender, religion, physical weakness, disability, sexual orientation, and appearance emerged. Regarding people involved in hate speech, perpetrators in both hate speech and bullying were described to share common characteristics. The emphasis was placed on the victims’ resilience, as well as their socialization, as protective behaviors. Participants stressed the value of the right to freedom of speech, although there was no agreement on its limits. Additionally, it was highlighted that awareness of what is right and wrong is mostly taught by parents, while the role of education was also important. An important finding was that the majority of teenagers were optimistic, supporting the belief that it is possible to find a realistic solution.</p><p><strong>Conclusion</strong>. The findings support the need for prevention strategies in the school environment, so that adolescents will be able to recognize and potentially combat hate speech in the online and offline worlds.</p>
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"DENOISING ENCODER WITH SEMANTICS AND EXCLUSION FOR SPOTTING CYBERBULLY." International Journal For Innovative Engineering and Management Research, December 26, 2020, 466–76. http://dx.doi.org/10.48047/ijiemr/v09/i12/86.
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The rapid growth of social networking is supplementing the progression of cyberbullying activities. Most of the individuals involved in these activities belong to the younger generations, especially teenagers, who are at more risk of suicidal attempts. Cyberbullying is the process of using the Internet, cell phones, or other devices to send or post text or images intended to hurt or embarrass another person. Through machine learning techniques, we can detect language patterns used by bullies and their victims, and develop rules to automatically detect cyberbullying content. Here, we introduce a new machine learning method to deal with this problem. Our method named Semantic-Enhanced Marginalized Stacked Denoising Auto-Encoder (smSDA) is developed via a semantic extension of the popular deep learning model. The smSDA method detects the hidden attributes of the bullying information. Our approach experiments on two public cyberbullying corpora i.e. twitter and MySpace. The outcome of our proposed method is better than the other text representation learning methods.
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Bharti, Shubham, Arun Kumar Yadav, Mohit Kumar, and Divakar Yadav. "Cyberbullying detection from tweets using deep learning." Kybernetes ahead-of-print, ahead-of-print (July 13, 2021). http://dx.doi.org/10.1108/k-01-2021-0061.
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PurposeWith the rise of social media platforms, an increasing number of cases of cyberbullying has reemerged. Every day, large number of people, especially teenagers, become the victim of cyber abuse. A cyberbullied person can have a long-lasting impact on his mind. Due to it, the victim may develop social anxiety, engage in self-harm, go into depression or in the extreme cases, it may lead to suicide. This paper aims to evaluate various techniques to automatically detect cyberbullying from tweets by using machine learning and deep learning approaches.Design/methodology/approachThe authors applied machine learning algorithms approach and after analyzing the experimental results, the authors postulated that deep learning algorithms perform better for the task. Word-embedding techniques were used for word representation for our model training. Pre-trained embedding GloVe was used to generate word embedding. Different versions of GloVe were used and their performance was compared. Bi-directional long short-term memory (BLSTM) was used for classification.FindingsThe dataset contains 35,787 labeled tweets. The GloVe840 word embedding technique along with BLSTM provided the best results on the dataset with an accuracy, precision and F1 measure of 92.60%, 96.60% and 94.20%, respectively.Research limitations/implicationsIf a word is not present in pre-trained embedding (GloVe), it may be given a random vector representation that may not correspond to the actual meaning of the word. It means that if a word is out of vocabulary (OOV) then it may not be represented suitably which can affect the detection of cyberbullying tweets. The problem may be rectified through the use of character level embedding of words.Practical implicationsThe findings of the work may inspire entrepreneurs to leverage the proposed approach to build deployable systems to detect cyberbullying in different contexts such as workplace, school, etc and may also draw the attention of lawmakers and policymakers to create systemic tools to tackle the ills of cyberbullying.Social implicationsCyberbullying, if effectively detected may save the victims from various psychological problems which, in turn, may lead society to a healthier and more productive life.Originality/valueThe proposed method produced results that outperform the state-of-the-art approaches in detecting cyberbullying from tweets. It uses a large dataset, created by intelligently merging two publicly available datasets. Further, a comprehensive evaluation of the proposed methodology has been presented.