Here is the research we’ve found on cyberbullying in Poland, 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: Dóra Eszter Várnai, Marta Malinowska-Cieślik, Andrea Madarasová Gecková, Ladislav Csémy, Zsolt Horváth
Year: 2022
Title: Do Neighbors Have More Peaceful Students? Youth Violence Profiles among Adolescents in the Czech Republic, Hungary, Poland, and Slovakia
Journal: Int. J. Environ. Res. Public Health
URL: https://www.mdpi.com/1660-4601/19/13/7964
Abstract: (1) Background: Co-occurrence or overlaps of different forms or involvement in peer violence among adolescents have been broadly studied. The study aimed to assess adolescents’ violence profiles related to bullying, cyberbullying, and fighting in the Czech Republic, Hungary, Poland, and Slovakia. The study was to investigate the pattern of bullying, cyberbullying, and fighting involvement among adolescents in these four countries to test the stability of previously identified profiles. (2) Methods: We analyzed the data from the 2017/2018 international Health Behaviour in School-aged Children survey, which used proportionate sampling among adolescents aged 11–15 years old (n = 24,501). A Latent Class Analysis (LCA) was performed to determine violence profiles in each country. (3) Results: In Slovakia, three distinct latent classes were identified, primarily cyber victims, school bullies, and those involved in multiple forms, and in the Czech Republic, Hungary and Poland bully victims was the fourth class. (4) Conclusions: The findings suggest that peer violence prevention programs in adolescents should consider violence profiles and multiple involvements.
Authors: Marie Bedrosova, Hana Machackova, Jan Šerek, David Smahel, Catherine Blaya
Year: 2022
Title: The relation between the cyberhate and cyberbullying experiences of adolescents in the Czech Republic, Poland, and Slovakia
Journal: Computers in Human Behavior
URL: https://www.sciencedirect.com/science/article/pii/S0747563221003368
Abstract: This study investigates the structural relationship between two types of cyberaggression: cyberhate and cyberbullying. Cyberhate is online hate speech that attacks collective identities. Cyberbullying is defined by the intent to harm, its repeated nature, and a power imbalance. Considering these features and the shared commonalities, we used survey data from adolescents from the Czech Republic, Poland, and Slovakia (N = 3,855, aged 11–17) to examine the relationship between them. We tested a bifactor model with the general common risk factor and two distinct factors of cyberhate and cyberbullying. We also tested alternative one-factor and two-factor models. The bifactor structure showed the best fit and allowed for the further examination of the unique and common features of cyberhate and cyberbullying by testing their associations with selected risk and protective factors. The results showed that the general risk factor was associated with higher age, emotional problems, and time spent online. Individual-based discrimination was associated with cyberbullying and the general risk factor. Group-based discrimination was associated with cyberhate and cyberbullying. Exposure to harmful online content was associated with all factors. Considering that prior research did not sufficiently differentiate between these two phenomena, our study provides an empirically-based delimitation to help to identify their shared basis and differences.
Authors: Silvia Gabrielli, Silvia Rizzi, Sara Carbone, and Enrico Maria Piras
Year: 2021
Title: School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects
Journal: Int. J. Environ. Res. Public Health
URL: https://www.mdpi.com/1660-4601/18/21/11697
Abstract: Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.
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: Matulewska, A., Kic-Drgas, J., and Trzaskawkam P.
Year: 2020
Title: Cyberbullying in Polish Debate on the Białowieża National Forest
Journal: International Journal for the Semiotics of Law – Revue internationale de Sémiotique juridique
URL: https://link.springer.com/article/10.1007/s11196-020-09750-5
Abstract: Social media platforms have conquered almost all fields of human life; their impact as opinion creating tools is undisputable. They not only offer a place for people to exchange experiences, but are also a virtual space where people fight with words in defence of their beliefs. This second function has made social media a rich source for linguistic analysis, providing material for the most current social, political, and economic issues. The main aim of this paper is to contribute to reducing the identified gap in the literature on hate speech and consequential cyberbullying from the linguistic perspective and provide conclusions on elements of hate speech through the analysis of statements relating to the cut-out of the Białowieża National Forest. The examples were excerpted from the Polish social media websites of activists representing two opponent groups. This paper consists of three parts. The first part provides an overview of the literature related to hate speech, cyberbullying, their definitions, roles, and the possibilities of analysis. In this part, the background of the discussed polemic is also highlighted (the geographic location of the Białowieża National Forest, arguments used by both sides of the conflict etc.). The second part of the paper presents and discusses the results of the conducted research. After having examined some of the social media platforms used by the groups representing different attitudes to the described conflict (including Facebook, Twitter etc.), we have identified linguistic patterns within aggressive and vulgar statements expressed both directly and indirectly. Therefore, our analysis concentrates on categorisation of characteristic elements of hate statements. In the third part of the paper, we present conclusions referring to the results of the analysis.
Authors: Theodoros N. Sergentanis, Sofia D. Bampalitsa, Paraskevi Theofilou, Eleni Panagouli, Elpis Vlachopapadopoulou, Stefanos Michalacos, Alexandros Gryparis, Loretta Thomaidis, Theodora Psaltopoulou, Maria Tsolia, Flora Bacopoulou, and Artemis Tsitsika
Year: 2020
Title: Cyberbullying and Obesity in Adolescents: Prevalence and Associations in Seven European Countries of the EU NET ADB Survey
Journal: Childhood and Adolescent Obesity and Weight Management
URL: https://www.mdpi.com/2227-9067/8/3/235
Abstract: Background: overweight and obese individuals may often face aggressive messages or comments on the internet. This study attempts to evaluate the association between cyberbullying victimization and overweight/obesity in adolescents participating in the European Network for Addictive Behavior (EU NET ADB) survey. Methods: a school-based cross-sectional study of adolescents aged 14–17.9 years was conducted (n = 8785) within the EU NET ADB survey, including data from seven European countries (Germany, Greece, Iceland, the Netherlands, Romania, Poland, Spain). Complex samples and univariate and multivariate logistic regression analyses were performed. Results: overall, overweight adolescents were more likely to have been cyberbullied compared to their normal weight peers (adjusted OR (Odds ratio) = 1.20, CI (confidence intervals): 1.01–1.42); this association was pronounced in Germany (adjusted OR = 1.58, CI: 1.11–2.25). In Iceland, obese adolescents reported cyberbullying victimization more frequently compared to their normal weight peers (adjusted OR = 2.87, 95% CI: 1.00–8.19). No significant associations with cyberbullying victimization were identified either for obese or overweight adolescents in Greece, Spain, Romania, Poland, and the Netherlands. Conclusions: this study reveals an overall association between cyberbullying victimization and overweight on the basis of a sizable, representative sample of adolescent population from seven European countries. Country-specific differences might reflect differential behavioral perceptions, but also normalization aspects.
Author(s): Schultze-Krumbholz, A., Göbel, K., Scheithauer, H., Brighi, A., Guarini, A., Tsorbatzoudis, H., and Casas, J. A.
Year: 2015
Title: A comparison of classification approaches for cyberbullying and traditional bullying using data from six European countries.
Journal: Journal of School Violence
URL: http://www.tandfonline.com/doi/abs/10.1080/15388220.2014.961067
Abstract: In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.
Author(s): Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., … & Guarini, A.
Year: 2015
Title: Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire.
Journal: Computers in Human Behavior
URL: http://www.sciencedirect.com/science/article/pii/S0747563215002630
Abstract: During the last decade, cyberbullying has become an increasing concern which has been addressed by diverse theoretical and methodological approaches. As a result there is a debate about its nature and rigorously validated assessment instruments have not yet been validated. In this context, in the present study an instrument composed of 22 items representing the different types of behaviours and actions that define cyberbullying has been structurally validated and its cross-cultural robustness has been calculated for the two main dimensions: cyber-victimization and cyber-aggression. To this end, 5679 secondary school students from six European countries (Spain, Germany, Italy, Poland, United Kingdom, and Greece) were surveyed through this self-report questionnaire which was designed based on previously existing instruments and the most relevant conceptual elements. Exploratory and confirmatory factor analyses were conducted and the global internal consistency was computed for the instrument and its two dimensions. Identical factor structures were found across all of the six subsamples. The results contribute to existing research by providing an instrument, the European Cyberbullying Intervention Project Questionnaire, which has been structurally validated in a wide sample from six different countries and that is useful to evaluate psycho-educative interventions against cyberbullying.
Author(s): Tsitsika, A., Janikian, M., Wójcik, S., Makaruk, K., Tzavela, E., Tzavara, C., … & Richardson, C.
Year: 2015
Title: Cyberbullying victimization prevalence and associations with internalizing and externalizing problems among adolescents in six European countries.
Journal: Computers in Human Behavior
URL: http://www.sciencedirect.com/science/article/pii/S074756321500343X
Abstract: Cyberbullying victimization is an important adolescent health issue. The cross-national study aimed to investigate the prevalence of cyber victimization and associated internalizing, externalizing and academic problems among adolescents in six European countries. A cross-sectional school-based study of 14–17 year-old adolescents (N = 10,930; F/M: 5719/5211; mean age 15.8 ± 0.7 years) was conducted in Spain, Poland, the Netherlands, Romania, Iceland and Greece. In total, 21.4% of adolescents reported cyber victimization in the past 12 months. Reports were more frequent among girls than boys (23.9% vs. 18.5%), and among the older adolescents compared to the younger ones (24.2% vs. 19.7%). The prevalence was highest in Romania and Greece (37.3% and 26.8%) and lowest in Spain and Iceland (13.3% and 13.5%). Multiple logistic regression analysis indicated that cyber victimization was more frequent among adolescents using the internet and social networking sites for two or more hours daily. Multiple linear regression analysis showed that externalizing, internalizing and academic problems were associated with cyber victimization. Overall, cyber victimization was found to be a problem of substantial extent, concerning more than one in five of the studied European adolescents. Action against cyber victimization is crucial while policy planning should be aimed at the prevention of the phenomenon.
Author(s): Barlińska, J., Szuster, A., & Winiewski, M.
Year: 2013
Title: Cyberbullying among adolescent bystanders: Role of the communication medium, form of violence, and empathy.
Journal: Journal of Community & Applied Social Psychology
URL: http://onlinelibrary.wiley.com/doi/10.1002/casp.2137/pdf
Abstract: The purpose of this study was to understand how adolescents respond as bystanders of cyberbullying and to seek factors that might influence their actions. The study explored the effects of type of contact (online vs. face to face), form of violence (private vs. public), and empathy activation (affective and cognitive) on negative bystander behaviour understood as active participation in victimisation. The influence of experience of cyberbullying as perpetrator and as victim and gender on negative bystander behaviour was also controlled. Three experimental studies were conducted. The results indicate that online contact increases the likelihood of negative bystander behaviour. Private violence was less likely to elicit negative bystander action than was public violence. Previous experience of cyberperpetration was proved to increase the probability of negative bystander behaviour. Neither gender nor cybervictimisation affected the engagement in negative bystander behaviour in any of the studies. The inhibitory effect of empathy activation (both affective and cognitive) on negative bystander behaviour was demonstrated. Both types of cognitive empathy induction, emotion and behaviour focused, diminish the likelihood of negative bystander behaviour. The conclusions of the research are that negative bystander behaviour occurs more often in cyberspace than offline and that forms of intervention involving both affective and cognitive empathy may limit the negative bystander behaviour that supports cyberbullying.
Author(s): Pyżalski, J.
Year: 2012
Title: From cyberbullying to electronic aggression: Typology of the phenomenon.
Journal: Emotional and behavioural difficulties
URL: http://eric.ed.gov/?id=EJ980057
Abstract: Cyberbullying is usually operationalised as a kind of bullying understood as peer aggression that is intentional and continuous, and involves an aspect of imbalance of power between a victim and a perpetrator or perpetrators. Despite the tool used (new media), cyberbullying often takes place within a traditional group (e.g. school class). However, cyberspace gives Internet users the opportunity to attack other individuals: people known only from the Internet, celebrities, teachers, totally unknown individuals or whole groups of people. Involvement in such actions brings suffering to those victimised as well as potential negative consequences for the perpetrators. This article presents a typology of electronic aggression based on qualitative research data (interviews with teachers and students). The typology was validated in a large quantitative survey on a representative sample of Polish 15-year-olds. The survey gives the prevalence of perpetration of different kinds of electronic aggression, as well as some influencing factors (e.g. gender) and risk and protective factors (attitudes towards school, peer norms, negative relations in the family, norms concerning online behaviour at school/home, pro-aggressive beliefs, level of self-esteem). The need to broaden prevention and intervention measures, and not restrict them to the issue of electronic peer aggression, is discussed.