Here is the research we’ve found on cyberbullying in Bulgaria, 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: ALEXANDROVA-KARAMANOVA, A.
Title: BULLYING AND VIOLENCE AMONG ADOLESCENTS IN BULGARIA: THE IMPACT OF POSITIVE YOUTH DEVELOPMENT
Journal: Anthropological Researches and Studies
Abstract: 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. 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. 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. 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.
Author: Harakchiyska, T.
Title: CYBERBULLYING AND POWER IMBALANCE: THE GENDERED PERSPECTIVE OF UNIVERSITY STUDENTS
Journal: University of Ruse
Abstract: Cyberbullying is a problem that is being intensively investigated by researchers. Although, most of the works focus on the ways in which school students interact in social media, cyberbullying has entered the worlds and lives of higher education students. Recent developments on the topic (Faucher et al., 2014; Doucette, 2013; Barlińska et al., 2012; Webber and Ovedovitz, 2018 among others) provide insights on student behaviour in digitally supported discourse in a variety of cultural and linguistic contexts by placing an emphasis either on describing victimization experiences and identifying the impact of cyberbullying on students’ emotions, health and well-being or on highlighting effective intervention or prevention practices. Little information, however, is available on the effects of cyberbullying among Bulgarian university students. This paper provides an insight into the situation by presenting data from an empirical study revealing the cyberbullying experience of 215 students from one Bulgarian higher education institution. A Cyberbullying Questionnaire and the Basic Empathy Scale were used to gather data from the study subjects in order to establish the interplay of affective empathy, cognitive empathy and cyberbullying along with the power dynamics of university students’ online interaction. The analysis indicates that both affective and cognitive empathy have an effect on gender differences in cyberbullying while the intentions behind cyberperpetration are linked to the desire to exert control over the other. The implications provided by the study can be used as a trigger to future research on national level in order to get a clear picture of the current situation of cyberbullying at university level.
Author: Bankov, K.
Title: Cyberbullying and hate speech in the debate around the ratification of the Istanbul convention in Bulgaria: a semiotic analysis of the communication dynamics
Journal: Social Bankov
Abstract: In 2018 the Bulgarian Constitutional Court declared the Istanbul Convention (IC) unconstitutional. This decision was taken after several months of fierce public debate in Bulgaria over the implications of IC adoption. The debate was overwhelmed by the populist position rejecting this convention. From this debate the word “gender,” literally transcribed in Cyrillic letters (джендър) and having no direct translation in Bulgarian, not only became a neologism with strongly offensive connotations towards LGBT community, but also a general insult. The populist position in this debate, which won the majority population support, was supported by an impressive variety of rhetorical means, most of which were pure examples of cyberbullying. Then I propose a diachronic mirror model showing alphabet evolution to reach the domesticated mind phase, as well as the reverse process just after the Internet advent, with creative undomestication of mind from a simplified online writing through emoticons and emojis, to GIFs and Internet memes. I will demonstrate that although cyber offenders act alone before their computers, their behavior is determined by crowd psychology factors (e-crowd), making them less responsible for their behavior. Some characteristics of the so-called post-truth era are seen as a consequence of this mechanism.
Author: Mancheva, R.
Title: PREVENTION OF CYBERBULLYING IN THE SCHOOL ENVIRONMENT
Journal: Knowledge – International Journal
Abstract: Cyberbullying is a phenomenon that replaces overt Aggression in Conflict situations in the School environment. Studies in recent years have shown its prevalence in many Countries. The problem of prevention has both an institutional and an age context. A Study conducted in Bulgaria shows that the Mobile phone is an informational cognitive and emotional source for the student through it he shares, solves and solves most of his problems, including those related to his interpersonal relationships. A second study aims to set guidelines for preventive work to reduce Cyberbullying. The subjects were 520 students aged 12-14 who were not subject to cyberattacks. Gender differences have found in terms of personal attitudes towards cyberbullying, as well as the limited perception of age for its effects. The respondents declare non-acceptance of the situation, but also passivity towards the abuser. They use the same patterns of behavior that. Are associated with bullying and therefore think can handle it on their own. This requires the application of primary prevention specialists to increase the sensitivity of young people to this negative phenomenon.
Authors: Bozhidar Lechov Dalia Georgieva Ivet Dimitrova Kalina Fartunkova
Title: ATTITUDES TOWARD CYBERBULLYING AND CYBERAGGRESSIVE BEHAVIOR AMONG ADOLESCENTS
Journal: Days of Applied Psychology
Abstract: Given the frequency and consequences of cyberbullying, it is important to examine the possible predictors of this phenomenon. Our study investigates the two sides of online bullying behavior (cyberbullying, which is also being mentioned as cyberaggression, and cybervictimization) as a function of six attitudes (positive attitudes, strength differential, anonymity, reinforcement, indirectness and public visibility) that people may have toward it. In order to explore our hypothesis, we conducted a survey in eight Bulgarian schools with a sample of 847 high-school students (358 boys and 489 girls), ranged between 13 and 19 years of age (M = 15.93; SD = 1.38). The participants were asked to anonymously fill out three self-report measurements – Attitudes toward Cyberbullying Scale, Cyberbullying Questionnaire, and Cyberaggression and cybervictimization scale. To examine the effect that the six proposed attitudes toward cyberbullying might have on the two positions mentioned above, a multiple regression analysis was ran. The results obtained from it suggest that three of the six attitudes (positive attitudes toward cyberbullying, anonymity, reinforcement) are significant predictors of cyberbullying/cyberaggression (β ranging from .126 to .300), and public visibility (β = -.099) and anonymity (β = .162) – of cybervictimization.
Author(s): Jäger, T., Amado, J., Matos, A., & Pessoa, T.
Title: Analysis of Experts’ and Trainers’ Views on Cyberbullying.
Journal: Australian Journal of Guidance and Counselling
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.