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Digital aggression (DA), or the use of information communication technologies to inflict harm on others, is an emerging public health crisis. Targets of DA experience increased anxiety, depression, aggression, and higher rates of suicidal ideation and attempts. There is thus a clear need to uncover the origins of DA. A handful of studies have identified contextual features that increase DA, most notably anonymity. Critically, however, research in this context has rarely evaluated different aspects of anonymity, specifically technical versus social anonymity or self- versus other-anonymity. It has also frequently relied on potentially problematic self-report assessment techniques. The current paper sought to better understand the role of anonymity in DA with a systematic review of the relevant literature. While the systematic review did highlight a significant relationship between perpetrator self-anonymity and DA, we also uncovered evidence of a more complex and nuanced relationship between anonymity and DA than was expected, including the need to jointly consider positive cyberbullying attitudes and related constructs. Implications for prevention and intervention efforts aimed at reducing DA are discussed. • Anonymity is an important contextual factor in digital aggression (DA). • Little research has evaluated different aspects of anonymity (technical vs. social and self vs. other). • A systematic review on the role of anonymity in DA was conducted. • The review suggested a significant relationship between DA and anonymity broadly-defined. • Implications for DA intervention and prevention strategies are discussed. [ABSTRACT FROM AUTHOR]

Abstract This paper presents the results from a systematic and meta-analytical review of the effectiveness of cyberbullying intervention and prevention programs. Systematic searches were conducted for published and unpublished studies from 2000 to end 2017 on several online databases, including Web of Science, Scopus, PsychINFO, PsychARTICLES, Google Scholar, DARE, and ERIC. In addition, specific journals, for example, Cyberpsychology , Behavior , and Social Networking and Computers in Human Behavior , were hand searched for relevant studies. In total, 192 studies were retained for further screening from nearly 4000 search results. To be included in the present systematic review, studies had to: (1) include an adequate operational definition of cyberbullying; (2) describe the evaluation of an intervention or prevention program implemented with school-aged participants; (3) Employ experimental and control conditions; (4) Measure cyber-bullying behaviors using quantitative measurement instruments; and (5) have been published from 2000 onwards. Following rigorous screening, 24 publications were included in our systematic review. The majority of these studies (n = 15) used randomized controlled trials (RCTs) to evaluate anti-cyberbullying programs, while the remaining studies used quasi-experimental designs with before and after measures (n = 9). Within these 24 publications, 26 independent evaluations were reported. We conducted a meta-analysis to synthesize the results of primary evaluations of cyberbullying intervention programs. Our meta-analysis included 18 and 19 independent effect sizes for cyberbullying perpetration and cyberbullying victimization independently. The results of our meta-analysis suggest that cyberbullying intervention programs are effective in reducing both cyberbullying perpetration and victimization. Our results indicate that anti-cyberbullying programs can reduce cyberbullying perpetration by approximately 10%–15% and cyberbullying victimization by approximately 14%. We also compared results between different methodological designs and models of meta-analysis. The effect sizes were greater for RCTs than for quasi-experimental designs. Overall, the results of the present report address a significant gap in the cyberbullying literature, and suggest that intervention and prevention can be effective. However, future research needs to address the specific components of interventions that are effective, the effectiveness of prevention programs with non-school-aged samples, and the influence of overlapping offline and online victimization. Highlights • This systematic review of cyberbullying intervention programs included 24 primary evaluation studies, identified in searches of online databases from 2000 to end December 2017. • Meta-analysis of the effectiveness of school-based anti-cyberbullying programs identified that programs effectively reduce both cyberbullying perpetration (OR = 1.233) and cyberbullying victimization (OR = 1.227) amongst school-aged participants. • Results suggest that in included studies the weighted mean ORs correspond to a reduction in cyberbullying perpetration of approximately 9–15% and a reduction in cyberbullying victimization of approximately 14–15%. • This article is the first to evaluate the effectiveness of intervention programs in reducing cyberbullying perpetration and victimization. • Further research and investment is needed in this area, as cyberbullying becomes an increasing problem in modern society. [ABSTRACT FROM AUTHOR]

Abstract Bullying is a relationship problem that most often occurs in the presence of peers. Peers who witness bullying play a critical role in intervening. Peer intervention, or defending, is a complex behavior. Defending a victimized peer can occur offline and online, with many similarities between the two contexts. This paper, guided by the Social Ecological Model, systematically reviewed the correlates associated with defending at different levels including: individual, peer, family, and school. Inclusion criteria retrieved a final sample of 130 original, peer-reviewed research articles on offline defending, and 25 articles for online defending. Consistent results across both contexts reveal that individuals who defend tend to be girls, have high empathy and low moral disengagement, are popular and well-liked by their peers, and perceive supportive relationships with their parents, teachers, and schools. More research is needed to understand interactions that may occur between levels of the model, as defending is a complex behavior that cannot be characterized by isolated correlates. Highlights • Both offline and online defending are associated with individual, peer, family, and school correlates. • Empathy was the most researched individual correlate, with all significant findings (75%) positively related to defending. • For offline defending, sociometric status was the most researched correlate, and its association may be bidirectional. • The bystander model was the most studied correlate of online defending, with most research (84%) noting a positive link. [ABSTRACT FROM AUTHOR]

Abstract The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teachers' perceptions and responses towards cyberbullying in the education system. Once the search strategy was applied across the six databases, 20 studies fulfilled the inclusion criteria for the current review. The studies were reviewed and examined for common themes. Five themes were identified: (a) Cyberbullying characteristics and student involvement, (b) Cyberbullying training and guidance for teachers, (c) School commitment and strategies to manage cyberbullying, (d) The impact and extent of cyberbullying prevalence and consequences, and (e) Teachers' confidence and concern towards cyberbullying. The themes are discussed in a narrative synthesis with reference to implications for teachers and for the continued development and review of anti-cyberbullying initiatives. Highlights • The paper offers a systematic review of teachers' perceptions of, and responses to, cyberbullying in the school environment. • Provides an important insight which highlights discrepancies on teachers' knowledge and understanding of cyberbullying • Teachers recognised cyberbullying was a problem and lacked confidence to identify and manage the issue. • Large inconsistencies existed on reported management strategies to address cyberbullying. • Future efforts should meet with teachers' desire for additional training and guidelines on cyberbullying. [ABSTRACT FROM AUTHOR]

Bullying and its electronic evolution, cyberbullying, are widespread problems among children and adolescents. Numerous studies have been conducted that address the prevalence, nature, and possible impact of cyberbullying and strategies to prevent it ( Patchin & Hinduja, 2013 ). Some recent papers have reviewed existing instruments designed to measure cyberbullying (Berne et al., 2013; Vivolo-Kantor, Martell, Holland, & Westby, 2014), while others have reviewed risk factors (Kowalski et al., 2014). The aim of the present study is to present what is known about risk factors associated with cyberbullying and cybervictimization by using an ecological framework, addressing the importance of adopting a risk and needs assessment approach to identify early who is at risk and tailor interventions. We conducted a review of cyberbullying risk factors, as well as of assessment and measurement instruments and risk and needs assessment to identify which papers fulfilled the purpose of this study. Multiple online databases ( i.e. , PsychInfo, SocIndex and PubMed) were searched to identify relevant studies. The keyword search criteria were: (bull* or cyberbull* or school viol* or juvenile delinquency) AND (risk* or threat* or assess*) AND (measure* or *method*) between 2000 and February 2015. Article titles and abstracts were reviewed, and all articles that appeared relevant were retrieved in full-text format and evaluated for inclusion in the review. In addition, articles accessed electronically were hand-searched for other relevant studies. A total of 7199 potential articles were located. Of these, only 53 were considered to be directly relevant and used for the purpose of the present work. Because of the large variability of methods, construct definitions, measures and item wording used in the different studies, a meta-analysis was not possible, therefore a narrative review approach was adopted to identify risk factors according to the ecological theoretical framework. Results regarding risk factors showed that individual as well as socio-family related factors were associated with cyberbullying and cybervictimization with some slight differences for boys and girls. The strongest risk factor that was associated with cyberbullying is school bullying. This review is of relevance because it is innovative in proposing a conceptual framework for developing a risk and needs assessment tool for cyberbullying and cybervictimization. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies (ICTs) constitute suitable tools for interventions with children and adolescents promoting their emotional, psychological and social wellbeing. Recently, in the field of bullying and cyberbullying prevention, some programs started to be implemented using the benefits offered by the virtual environments. The current paper aims to carry out a systematic review on anti-bullying ICT-mediated intervention, analyzing the characteristics of the main programs and the evidence of their effectiveness. The review conducted on three databases (PsycINFO, Scopus and PubMed) yielded 32 full text papers finally evaluated. Overall, considering the enormous development of digital tools and the importance of this experience for young students, the review underlines that ICT tools are generally under-used in prevention and intervention against bullying and cyberbullying (13 programs emerged from the search). In recent years some advances in this direction can be found with the use of different ICTs (serious game, virtual reality, online platforms, internet activities, technological solution). The need for scientific studies on the effectiveness of these virtual interventions is evident from this review and necessary in order to assist practitioners, policy makers, and administrators in deciding which interventions can work or not and why. [ABSTRACT FROM AUTHOR]

Cyberbullying is a worldwide phenomenon and most of our knowledge comes from studies with adolescent and younger populations. Adult populations have received scarce attention. The present study is a systematic review of empirical academic papers on cyberbullying in the adult population. An online databases search (CINHAL, PsycInfo, ERIC, Medline, Pubmed, and Web of Science) identified 3986 references that, in successive steps, were reduced to 90 studies published between 2004 and 2016 that met the inclusion criteria. Each study was analyzed regarding topic, methods, ages, and other general characteristics. In addition, the measures used to assess cyberbullying, the impact of cyberbullying, and the different roles of those involved in the studies with adult population were explored. Results showed that there is a need for studies conducted in locations other than university settings and that the variety of measures, as well as the different criteria utilized to identify the cyberbullied, cyberbullies, and bystanders makes it difficult to compare findings. There is a need for longitudinal studies and for evidence-based practices to deal with these violent and aggressive behaviors. [ABSTRACT FROM AUTHOR]

Cyberbullying victimisation is a form of abuse through electronic means that can have a negative impact on the mental health of young people. Ethnic minority youth might be particularly affected by the impact of cyberbullying victimisation, as it cumulates with other life stressors. The present systematic review aimed to explore the mental health outcomes of cyberbullying victimisation among ethnic minority young people. A database search was conducted on PsycInfo, Academic Search Complete, ERIC, Scopus, and Web of Science. A total of 1258 articles was scanned, and 26 papers met the eligibility criteria for this review. A quality assessment of the eligible studies was carried out. Sample size of the included studies ranged between 118 and 15,425; most studies were quantitative and only 9 adopted a longitudinal design. Findings of the included studies showed that cybervictimised ethnic minority young people manifest mental health problems in terms of depression, anxiety, substance abuse and suicidal ideation. Cybervictimisation may constitute a risk factor for developing mental health problems in this vulnerable population, though confounding variables were not controlled for in most studies. Furthermore, findings are inconsistent among studies, which could be due to methodological gaps in the extant literature. Implications for research, policy and legislation are outlined. • Ethnic minority youth reported mental health problems following cybervictimisation. • Findings were mixed as to whether mental health issues varied based on ethnicity. • Most of the included studies reported a medium score on the quality review tool. [ABSTRACT FROM AUTHOR]

The past two decades have witnessed an increase in ethnicity-related peer aggression, driven by the intensification of the migration phenomenon and rise of information and communication technologies. The goal of the current study is to extend the scope of previous reviews on peer aggression to examine the emerging evidence on the role of technological tools in the prevention, detection, and handling of ethnicity-related peer aggression among young people. We have identified 14 relevant papers published between 2005 and 2020 that help us answer the following research questions: What forms of aggression among young ethnic minorities do these technological interventions try to address? What types of technological interventions are being used? The results indicate that the technological tools are being used to tackle both intergroup as well as intragroup peer aggression, in which ethnic minorities youth is involved (as a victim, perpetrator or bystander). Most studies have focused on adolescents and young adults in the US or in Europe. The technological tools reported on, include: online games, videos, social media, and chat-based programmes, or machine learning algorithms aimed at tackling online and offline peer aggression. They can be used either as stand - alone tools, or as part of intervention programmes (at the school, family or community level). These findings can be useful to improve and elaborate future digital technologies developed to address ethnicity-related peer aggression. • The review maps the existing literature on the role of technological tools in tackling ethnicity-related peer aggression. • All forms of peer aggression are considered in which ethnic minorities youth was involved. • Three groups of technological interventions are identified and categorized into intra- or intergroup ethnicity-related peer aggression. • The digital tools presented include: online games, video, social media, chat-based programmes, and machine learning algorithms. • Our study reveals some follow-up research questions needed to expand current knowledge on digital technologies. [ABSTRACT FROM AUTHOR]