Here is the research we’ve found on cyberbullying in Albania, 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): Longobardi, C., Prino, L. E., Fabris, M. A., & Settanni, M.

Year: 2017

Title: School violence in two Mediterranean countries: Italy and Albania 

Journal: Children and Youth Services Review 

URL: https://www.sciencedirect.com/science/article/pii/S0190740917304280

Abstract: School victimization includes every form of violent offense, including physical or psychological brutality, abandonment or exploitation, and sexual abuse experienced by students. Being tied to a specific cultural context, school victimization can present differences in terms of frequency and risk factors in various countries. The aim of this study is to describe this phenomenon, its incidence and prevalence, and the risk factors associated with it (i.e., gender and age) in Italy and Albania; two European nations geographically close but with significant differences in historical, cultural, and legislative traditions. A total of 596 participants – schoolchildren from grades 6–13, of whom 261 were Italian and 335 were Albanian – anonymously filled out the ICAST-CI questionnaire. The results show that school victimization affects both countries. Both in Italy and Albania, physical, and psychological abuse are the most common forms of victimization, while sexual abuse is the least frequent. Furthermore, in terms of demographics, the victims’ peers are the most-frequent perpetrators in every category of victimization. However, Albania presents significantly higher levels of physical victimization than Italy and a higher percentage of adult offenders. Gender and age are significant risk factors of school victimization, albeit with some differences concerning the types of abuse in both nations.

Citation: Longobardi, C., Prino, L. E., Fabris, M. A., & Settanni, M. (2017). School violence in two Mediterranean countries: Italy and Albania.Children and Youth Services Review,82, 254-261.


Author(s): Palladino, B. E., Nocentini, A., & Menesini, E

Year: 2016

Title: Evidence based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

Journal: Aggressive Behavior

URL: https://doi.org/10.1002/ab.21636

Abstract: The NoTrap! program is a school‐based intervention, which utilizes a peer‐led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence‐based interventions. Towards this aim, two quasi‐experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre‐, middle‐ and post‐tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long‐term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre‐ and post‐test) in the experimental group but not the control group, and this decrease was similar for boys and girls.

Citation: Palladino, B. E., Nocentini, A., & Menesini, E. (2016). Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials. Aggressive behavior, 42(2), 194-206.


Author(s): Shehu, M., Orhani, Z.

Year: 2015

Title: The Cooperation of Educational Partners in the Management of the “Cyberbullying” at Nonmetropolitan Albanian Adolescents

Journal: Academic Journal of Interdisciplinary Studies

URL: https://www.mcser.org/journal/index.php/ajis/article/view/8428

Abstract: Educational partners, more important are teachers and parents are considered as one of the main elements in the management of Cyberbullying in the school environment and not only for their child’s safety. The aim of the study is to evidence the cooperative elements among parents, teachers and students during misuse of the Internet and its functions and violence caused by the technology. The sample of the study includes 200 pupils aged 15-19, 55 Male and 145 Female from High School’s Elbasan. Instrument used was “Student Needs Assessment Survey” APPENDIX E by N. E. Willard (2007). The questionnaire was modified and adapted by the authors and contains 20 items. The statistical data processing was performed by SPPS statistical program, version 20. Cronbach’s Alpha 0.751 were used to assess the reliability of the instrument. Relying situated in the role of one who puts pressure on the Internet to others, and the role of the person on whom are pressured by the results obtained we note that students are not included in any of above mentioned role. For the psycho-pedagogical point of view we can say that viewed a positive relationship and not only communication between adolescents and their parents, but also among school staff. Students claim that their peers do not feel pressured by others and also students affirm that they are not aware of any material posted on the Internet that denigrates the image of a school staff member.

Citation: Shehu, Marsela & Orhani, Zenel. (2015). The Cooperation of Educational Partners in the Management of the “Cyberbullying” at Nonmetropolitan Albanian Adolescents. Academic Journal of Interdisciplinary Studies. 10.5901/ajis.2015.v4n3s1p494.


Author(s): Bushati, J., Lezha, E., Dibra, G., Tana, A.

Year: 2014

Title: The Phenomenon of Cyber Bullying in Albanian Context: An Explorative Study of Students’ Perceptions

Journal: The Eurasia Proceedings of Educational & Social Sciences (EPESS)

URL: https://dergipark.org.tr/en/download/article-file/333025

Abstract:Exponential growth of technology usage has further expanded the concept of an information age. In the prolonged transition of Albania society the perception of the virtual freedom has changed radically. During the last years the Albanian government implemented the extension of Internet connectivity in the rural and urban schools. On the other hand, private cell mobiles companies extended the internet connectivity offering it with affordable fees for the mass population. These initiatives changed the usage of virtual freedom making its usage massive for everyone. Despite the variety of age frequencies everybody can have access to virtual communication by simple gadgets to sophisticated ones. This freedom of communication has affected many social aspects which one of them is cyber bullying. Cyber bullying is defined as using electronic communication to torment others through devices such as Internet, e-mail, text messages or even social networking sites. Most people do not recognize the symptoms of being stalking online and the techniques a cyber stalker employs to target them. The purpose of this exploratory study is to give a brief overview of current knowledge in the literature about cyber bullying. Also, this paper will look at the perceptions of Albanian college students regarding issues related to cyber-bullying phenomenon based on descriptive data gathered out from a comprehensive questionnaire. Alternative tactics for preventing this phenomenon in the field of education were discussed in this study.

Citation:Bushati, J., Lezha, E., Dibra, G., & Tana, A. (2014). The Phenomenon of Cyber Bullying in Albanian Context: An Explorative Study of Students’ Perceptions. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 1, 46–409.