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Cyber-Bullying in Australian Schools: Profiles of Adolescent Coping and Insights for School Practitioners

Published online by Cambridge University Press:  29 October 2015

J Lodge  and
E Frydenberg
J Lodge*
Affiliation:
The University of Melbourne
E Frydenberg
Affiliation:
The University of Melbourne
*
Faculty of Education, University of Melbourne, VIC 3010, Email: lodge@unimelb.edu.au
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Abstract

Cyber-bullying has emerged as the latest Permutation of school bullying. The growing number and the level of severity of cyber-bullying call for our educators, researchers, administrators, and authorities to take action. But before we can tackle this problem, a better understanding of the issue and how we can best support students is necessary. This study of 652 young people aged 11–17 years from Melbourne independent and state government schools, provides data on bullying that uses information and communication technologies (cyber-bullying), general bullying, and overall patterns of coping. Results revealed significant gender and school differences – with girls from independent schools reporting more cyber-bullying problems. These findings contrast with those of ‘real-world’(general) school bullying. Further analyses suggest that young people who are persistently victimised have most likely exhausted their strategies for responding. Of note, apprehensive and avoidant coping profiles exemplified girls reporting greater levels of cyber-bullying while boys reporting cyber-bullying problems were characterized by apprehensive, but active coping actions. The findings offer clear avenues of support for school practitioners and may also facilitate the identification of young people who are at high risk for negative outcomes.

Keywords

cyber-bullyingadolescent coping
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 24 , Issue 1 , 2007 , pp. 45 - 58
Copyright
Copyright © Australian Psychological Society 2007

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