A multi-country analysis of the prevalence and factors associated with bullying victimisation among in-school adolescents in sub-Saharan Africa: evidence from the global school-based health survey

BACKGROUND

Over the past few years, there has been growing public and research interest in adolescents' experiences with various forms of bullying victimisation because of their psychological, emotional, and/ or physical consequences. The present study examined the prevalence of bullying victimisation and its associated factors among in-school adolescents in sub-Saharan Africa.

METHODS

Using data from the Global School-based Health Survey (GSHS) from 2010 to 2017 of eleven sub-Saharan African countries, a sample of 25,454 in-school adolescents was used for analysis. Statistical analyses included frequencies, percentages, Pearson chi-square and multivariable logistic regression. Results were presented as adjusted odds ratios (aOR) at 95% confidence intervals (CIs).

RESULTS

The overall prevalence of bullying victimisation among the respondents was 38.8%. The prevalence was lowest in Mauritius (22.2%) and highest in Sierra Leone (54.6%). Adolescents who felt lonely [aOR = 1.66, 95% CI = 1.53, 1.80], had history of anxiety [aOR = 1.53, 95% CI = 1.41, 1.66], suicidal ideation [aOR = 1.28, 95% CI = 1.17, 1.39], suicidal attempt [aOR = 1.86, 95% CI = 1.72, 2.02], current users of marijuana [aOR = 1.59, 95% CI = 1.38, 1.84], and truants at [aOR = 1.43, 95% CI = 1.34, 1.52] were more likely to be victims of bullying. Conversely, adolescents who had peer support were less likely to be victims of bullying [aOR = 0.78, 95% CI = 0.73, 0.82]. Adolescents aged 15 years or older had lower odds of experiencing bullying victimization compared to their counterparts aged 14 years or younger [aOR = 0.74, 95% CI = 0.69, 0.78].

CONCLUSION

Our findings suggest that age, loneliness, anxiety, suicidal ideation, suicidal attempt, and current use of marijuana are associated with increased risk of bullying victimisation. School-wide preventative interventions (e.g., positive behavioural strategies- Rational Emotive Behavioral Education, [REBE], peer educator network systems, face-face counseling sessions, substance use cessation therapy) are essential in promoting a positive school climate and reduce students' bullying victimisation behaviours.

Does cyberbullying predict internalizing problems and conduct problems when controlled for traditional bullying?

In this study, relations between cybervictimization and internalizing and conduct problems were analyzed while controlling for traditional victimization. A sample of 701 emerging adults in secondary vocational education completed self‐reports about cybervictimization, traditional victimization, internalizing problems and conduct problems. Using multiple regression analyses with heteroscedasticity‐consistent estimates, it was found that cybervictimization is related to internalizing and conduct problems while controlling for traditional victimization. The results suggest that cybervictimization is related to both internalizing and conduct problems over and above traditional victimization. The discussion focuses on the need to address bullying and cyberbullying among emerging adults.

Does Cyberbullying Prevalence Among Adolescents Relate With Country Socioeconomic and Development Indicators? An Ecological Study of 31 Countries

BACKGROUND

In addition to individual characteristics, it is also important to evaluate how the environment may influence the dynamics of cyberbullying. We aim to study the correlation between cyberbullying prevalence among adolescents and selected country-level indicators.

METHODS

We used two different data sources: data from a previously published literature review, to identify information on cyberbullying prevalence across countries, and data from the World Bank databases, to extract information on country-level indicators. A correlation matrix was used to present the association between the selected country-level indicators and the prevalence of cyberbullying.

RESULTS

We observed a statistically significant negative correlation between cyberbullying victimization (cybervictims and cyberbully-victims, respectively) and gross domestic product (r = -.474 and -.842), gross national income (r = -.485 and -.758), enrollment in secondary (r = -.446 and -.898) and tertiary education (r = -.222 and -.881), the number of secure Internet servers (r = -.118 and -.794), and the number of Internet users (r = -.190 and -.818).

CONCLUSIONS

A country's educational level seems to be an important contributor to the occurrence of cyberbullying.

Comparison of psychological and social characteristics among traditional, cyber, combined bullies, and non-involved

This study analysed the psychological and social characteristics of bullies involved in traditional and cyberbullying. The responses of 11,117 Korean elementary, middle, and high school students were analysed. Results indicate that the rate of traditional bullying was higher than the rate of cyberbullying. The four groups (traditional bullies, cyberbullies, combined bullies, and non-involved) showed significant differences in the degree of aggression, self-control, violence exposure, and social support. Compared to the non-involved group, violence exposure significantly predicted traditional, cyber, and combined bullying. High aggression and low self-control significantly predicted both traditional and combined bullying, while low social support significantly predicted only cyberbullying.

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

The NoTrap! (Noncadiamointrappola!) 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.

Cyberbullying in Adolescence: A Concept Analysis

The aim of this article was to present a detailed analysis of the concept of cyberbullying. Research on the topic of cyberbullying is growing exponentially, but not all studies use the same definition to examine this concept. A concept analysis in the style of Walker and Avant was used to analyze cyberbullying. Literature was retrieved from the databases of CINAHL and PubMed between the years 2009 and October 2014 using the key word "cyberbullying." Twenty-five English-language articles were located that delineated a definition of cyberbullying. First, articles were analyzed to discover the defining attributes of cyberbullying. Second, antecedents, consequences, and related terms of cyberbullying were examined. Third, an operational definition of cyberbullying is proposed on the basis of a consensus of the review. This review proposes that the defining attributes of cyberbullying are: (1) electronic form of contact (2) an aggressive act (3) intent (4) repetition (publicity), and (5) harm of the victim. The antecedents most often mentioned were lower self-esteem, higher levels of depression, and social isolation and the consequences were academic problems and affective disorders. A single concise definition of cyberbullying was created that can be utilized by health care providers to educate their patients and families about cyberbullying. This definition also can be used to guide research to develop effective interventions.

Cyber-Mobbing: Eine Bestandsaufnahme

Die Nutzung der Informations- und Kommunikationstechnologie (IKT) hat der Menschheit nicht nur Vorteile gebracht. Ein Nachteil liegt in der Entstehung und der Zunahme von Cyber-Mobbing. Diese besondere Form des Mobbings hat Auswirkungen auf Kinder und Jugendliche aller Altersstufen, Eltern und Lehrkräfte und stellt eine zunehmende Herausforderung für Schulen dar. Dieser Artikel bietet einen Überblick über den aktuellen Stand der Forschung in Bezug auf die Prävalenz und Formen des Cyber-Mobbings, die psychosozialen Korrelate bei Opfern, Tätern und Täter-Opfern sowie Auswirkungen auf Täter und Opfer. Mögliche Wege für Präventionsmaßnahmen und Implikationen für die zukünftige Forschung werden aufgezeigt.