Here is the research we’ve found on cyberbullying in France, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.


Author(s): Kubiszewski, V., Fontaine, R., Potard, C., & Auzoult, L.

Year: 2015

Title: Does cyberbullying overlap with school bullying when taking modality of involvement into account?

Journal: Computers in Human Behavior,

URL: http://www.sciencedirect.com/science/article/pii/S074756321400572X

Abstract: Education professionals and researchers are concerned by school bullying and cyberbullying because of its repercussions on students’ health and the school climate. However, only a few studies investigating the impact of school versus cyberbullying have systematically explored whether student victims and perpetrators are involved in school bullying only, cyberbullying only, or both. The aim of the present study was thus to examine the possible overlap, as well as the similarities and/or differences, between these two forms of bullying when taking modality of involvement into account. Individual interviews were conducted with 1422 junior high- and high-school students (girls = 43%, boys = 57%, mean age = 14.3 ± 2.7 years). Results showed that cyberbullying and school bullying overlapped very little. The majority of students involved in cyberbullying were not simultaneously involved in school bullying. Moreover, results indicated that psychosocial problems (psychological distress, social disintegration, general aggression) varied according to the form of bullying. Victims of school bullying had greater internalizing problems than cybervictims, while school bullies were more aggressive than cyberbullies. Given the sizable proportion of adolescents involved in bullying (school and cyber) and its significant relationship with mental health, the issue warrants serious attention from school and public health authorities.

Citation: Kubiszewski, V., Fontaine, R., Potard, C., & Auzoult, L. (2015). Does cyberbullying overlap with school bullying when taking modality of involvement into account?. Computers in Human Behavior, 43, 49-57.


Author(s): Jäger, T., Amado, J., Matos, A., & Pessoa, T.

Year: 2010

Title: Analysis of Experts’ and Trainers’ Views on Cyberbullying.

Journal: Australian Journal of Guidance and Counselling

URL: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8497653

Abstract: Partners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1 The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers’ and experts’ views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts’ and trainers’ views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.

Citation: Jäger, T., Amado, J., Matos, A., & Pessoa, T. (2010). Analysis of Experts’ and Trainers’ Views on Cyberbullying. Australian Journal of Guidance and Counselling, 20(02), 169-181.