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.
Authors: Christophe Cornu, Parviz Abduvahobov, Rym Laoufi, Yongfeng Liu & Sylvain Séguy
Year: 2022
Title: An Introduction to a Whole-Education Approach to School Bullying: Recommendations from UNESCO Scientific Committee on School Violence and Bullying Including Cyberbullying
Journal: International Journal of Bullying Prevention
URL: https://link.springer.com/article/10.1007/s42380-021-00093-8
Abstract: Recommendations on preventing and addressing school bullying and cyberbullying were developed in November 2020 by a Scientific Committee gathered to advise the International Conference on School Bullying organized by UNESCO and the French Ministry of Education, Youth and Sports. They address three key issues: 1) revising the definition of school bullying towards one more caring and inclusive of all forms of school bullying, 2) key components and characteristics of a comprehensive and systematic approach to bullying and cyberbullying, and 3) strategies for planning and implementing responses to cyberbullying.
Authors: Christophe Cornu, Parviz Abduvahobov, Rym Laoufi, Yongfeng Liu & Sylvain Séguy
Year: 2022
Title: An Introduction to a Whole-Education Approach to School Bullying: Recommendations from UNESCO Scientific Committee on School Violence and Bullying Including Cyberbullying
Journal: International Journal of Bullying Preventon
URL: https://link.springer.com/article/10.1007/s42380-021-00093-8
Abstract: Recommendations on preventing and addressing school bullying and cyberbullying were developed in November 2020 by a Scientific Committee gathered to advise the International Conference on School Bullying organized by UNESCO and the French Ministry of Education, Youth and Sports. They address three key issues: 1) revising the definition of school bullying towards one more caring and inclusive of all forms of school bullying, 2) key components and characteristics of a comprehensive and systematic approach to bullying and cyberbullying, and 3) strategies for planning and implementing responses to cyberbullying.
Authors: Xu, Y. and Trzaskawka, P.
Year: 2021
Title: Towards Descriptive Adequacy of Cyberbullying: Interdisciplinary Studies on Features, Cases and Legislative Concerns of Cyberbullying
Journal: International Journal for the Semiotics of Law – Revue internationale de Sémiotique juridique
URL: https://link.springer.com/article/10.1007/s11196-021-09856-4
Abstract: In view of the complexity of cyberbullying, this paper aims to address the linguistic and legal aspects of cyberbullying from an interdisciplinary perspective. Based on authentic data collected from real cases, we will expound on features, defining properties and legal remedies of cyberbullying in the countries that contribute to this special issue, such as Nigeria, France, Poland and China. Firstly, we will present an overview of cyberbullying and its definition, along with cyberbullying’s attributes. Next, we will cover the various forms of cyberbullying, such as hate speech, harassment and trolling. Each of these forms of cyberbullying result in numerous outcomes, many of which are serious and, in the worst case, can result in a victim’s death. A discussion of such consequences and the legal remedies for cyberbullying will be provided. On a final note, the contributors seek to enrich the forthcoming studies on cyberbullying by offering suggestions towards descriptive adequacy of cyberbullying.
Authors: Hoareau, N., Bages, C., and Guerrien, A.
Year: 2021
Title: Cyberbullying, Self-control, Information, and Electronic Communication Technologies: Do Adolescents Know How to Exercise Self-control on the Internet?
Journal: International Journal of Bullying Prevention
URL: https://link.springer.com/article/10.1007/s42380-021-00099-2
Abstract: More and more adolescents are using information and communication technologies (i.e., ITCs) in a massive and addictive way (e.g., by sending aggressive messages on social networks), driving cyberbullying trends (Fanti et al., in European Journal of Developmental Psychology, 9, 168–181, 2012). Little is known about the relationship between young people’s use of ITCs and the internet, their levels of self-control, and their involvement in cyberbullying and cyber-victimization. The aim of this study is to investigate these relationships using a sample of 264 French adolescents (142 female and 122 male) aged 11 to 15 years old. Participants completed a self-report questionnaire that measured the use of ITCs (i.e., frequency of internet use, type of device, places where participants use the internet, range of activities), as well as their respective degrees of internet addiction, self-control, cyberbullying, and cyber-victimization. The results yielded pointed to a strongly significant relationship between low self-control and cyberbullying. Furthermore, they showed a significant link between internet addiction and cyber-victimization. Grade level and sex was not found to moderate the relationships between cyberbullying and cyber-victimization and use of ITCs and self-control. These findings reinforce the importance of taking into account self-control in adolescents when designing curricula for anti-cyberbullying programs.
Authors: Wagner, A. and Yu, W.
Year: 2021
Title: Machiavellian Apparatus of Cyberbullying: Its Triggers Igniting Fury With Legal Impacts
Journal: International Journal for the Semiotics of Law – Revue internationale de Sémiotique juridique
URL: https://link.springer.com/article/10.1007/s11196-021-09841-x
Abstract: Young netizens are an emerging generator of online content, engaging in an increasing number of online flaming interactions. This shortened communication mode has incorporated power amplifiers, enabling the inclusion of both verbal and non-verbal triggers, thereby initiating abuses akin to cyberbullying. Cyberbullying has emerged as an extremely unstable hot issue, which is difficult to regulate upstream, severely impacting inexperienced young netizens. This Machiavellian apparatus proves to be sophisticated, given its powerful nature, and results in its victims being ensnared in a cyber net from which they see very little escape. Laws have been enacted to combat cyberbullying, which is rampant among netizens, highly naive (the victims) or actively aggressive (the harassers) in their use of various social media platforms.
Authors: Audrin, C. and Blaya, C.
Year: 2020
Title: Psychological Well-Being in a Connected World: The Impact of Cybervictimization in Children’s and Young People’s Life in France
Journal: Frontiers in Psychology
URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01427/full
Abstract: The Internet is at the heart of our children’s and adolescents’ way of life. Although it opens up many positive perspectives in terms of access to information, knowledge, and communication, it also presents risks and potential negative experiences that can have severe consequences at the individual level. In this paper, we are interested in studying the link between cybervictimization, psychological well-being, and social competence. More specifically, we want to study how children and adolescents’ anxiety, impulsivity, self-esteem, and deviant behaviors may be related to cybervictimization. We collected data from 1019 children and young people in France aged 9–17 in the context of the EU Kids online survey. Sampling was performed building a random-probability nationally representative sample of households with children using the Internet. Participants completed a questionnaire online by computer-assisted self-interviewing (CASI). Structural equation model reveals that (1) cybervictimization is related to lower well-being, such as anxiety and low self-esteem, as well as lower social competence, such as impulsivity and deviant behaviors, and that (2) all dimensions of (non)well-being and social (in)competence are related to each other. Findings are discussed in the light of Agnew general strain theory and previous research findings on the consequences of cybervictimization.
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.
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.
