Professional Documents
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Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of
this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying
through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain
(N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying,
and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence
in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for
the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and
also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some
hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were
related to the specific emotional profiles of each type of bullying. Aggr. Behav. 38:342–356, 2012. C 2012 Wiley Periodicals, Inc.
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C 2012 Wiley Periodicals, Inc.
Emotional Impact of Bullying and Cyberbullying 343
experiences of cyberbullying has been evaluated 1999; Schmidt and Bagwell, 2007; Ortega et al., 2009a;
in fewer studies; these have used two different Slee and Rigby, 1993].
perspectives. There are also specific characteristics related to
The first perspective has assessed the impact of cy- the bullying incidents that have been associated with
berbullying by comparing its effects with those of emotional consequences on victims. Persistence of
traditional bullying. The most common approach has episodes over time is related to an increased emo-
been to ask students about what forms of aggression tional impact on mental health [Aluede et al., 2008;
(face-to-face or online) seem more damaging. Most of Brighi et al., 2012; Dyer and Teggart, 2007]. Brighi
these studies [e.g., Smith et al., 2008; Staude-Müller et al. [2012] have shown that the impact on victims’
et al., 2009] have found that the impact depends on self-esteem varies according to the intensity and kind
the form of cyberbullying. Thus, there are types of of bullying experienced, pointing out that the specific
cyberbullying that are perceived as less harmful than form of aggression (i.e., direct or indirect) could be
traditional bullying, such as insults and threats, while another factor.
other forms are considered more damaging, especially Also, the specific type of bullying could be related
those where images or videos are used and when there with the emotional impact. Ortega et al. [2009b] ar-
is a perception of high risk of personal injury such as gued that the emotional impact of cyberbullying is
blackmail. Perceptions can differ between countries similar to that produced by indirect bullying in its
[Mora-Merchán et al., 2010], which indicate that the traditional form (e.g., spreading nasty rumors; writ-
impact of cyberbullying may depend on the cultural ing malicious notes). Gradinger et al. [2009] found
importance given to social relationships established that cooccurrence of traditional and cybervictimiza-
in cyberspace. tion was related to a higher risk for internalizing ad-
The second perspective has analyzed the corre- justment problems. Sontag et al. [2011] found that
lates of cyberbullying victimization. The negative out- combined victims of traditional and cyberaggression,
comes these studies have found in relation to cyber- as well as those who were exclusively cybervictims
victimization are not very different to those found were more likely to be cyberaggressors themselves
in relation to traditional bullying victimization [see compared to traditional victims or nonvictims.
Tokunaga, 2010]. Some studies have found negative However, only a few studies have analyzed and com-
effects on academic performance [Beran and Li, 2007; pared the various emotional consequences for victims
Katzer et al., 2009; Patchin and Hinduja, 2006]. Psy- of different types of bullying, both traditional and cy-
chosocial problems such as depression, social anxiety, berbullying [Borg, 1998; Brighi et al., 2012; Gradinger
and low levels of self-esteem have also been found et al., 2009; Juvonen and Gross, 2008; Ortega et al.,
as correlates of cyberbullying victimization [Blaya, 2009b; Sontag et al., 2011]. These studies have shown
2010; Didden et al., 2009; Juvoven and Gross, 2008; that victims of different types of bullying, experience
Katzer et al., 2009; Ybarra, 2004]. Some studies have different emotional responses.
assessed the emotional impact of cybervictimization. The transactional theory of stress and coping
Raskauskas and Stolz [2007] found that 93% of cy- [Lazarus and Folkman, 1984] is a useful theoreti-
bervictims were negatively affected, reporting sad- cal framework for understanding the origin of these
ness, hopelessness, depression, and anxiety. Katzer emotional differences. This theory proposes that the
and Fetchenhauer [2007] found that the emotional way in which people cope with a stressful situation,
responses of the victims of bullying in chatrooms such as bullying, does not depend exclusively on the
included anger (41%); upset (over 30%); frustration event itself but also on how people appraise it. The
(20%); vulnerability (15%); depression (11%), and fear same event could lead to different reactions by dif-
(8%). Cybervictimization has also been related to af- ferent people. Nevertheless, previous studies about
fective disorders [Patchin and Hinduja, 2006; Topcu victims have taken a variable-centered approach and
et al., 2008; Ybarra, 2004]. largely considered victims as a homogeneous group.
Personal variables are important in understanding Such aggregation of data sources (from different vic-
why different victims show different emotional im- tim groups) can lead to misrepresentation of findings,
pact. Those studied include perceived control and as Schmitz [2000] has shown. In fact, a victims group
threat, personality traits, levels of self-esteem, social is shaped by unique individuals who show a number
support, coping style, and the individual role (i.e., ex- of behavioral or psychological patterns. A person-
clusively victim as opposed to bully victim) [Catterson centered approach has been argued as having ecologi-
and Hunter, 2010; Egan and Todorov, 2009; Hunter cal validity [Bergman and Magnusson, 1997; von Eye
and Borg, 2006; Hunter et al., 2004; Nabuzoka et al., and Bogat, 2006] and there is some empirical evidence
2009; O’Moore and Kirkham, 2001; Salmivalli et al., that person-oriented research can be useful above and
Aggr. Behav.
344 Ortega et al.
beyond variable-oriented research [von Eye and Bo- Forlı̀. The schools were representative of the types
gat, 2006]. of school (lower and upper secondary schools: licei,
The current study aims to assess the emotional technical institutes, professional institutes) and were
consequences of bullying on victims, by mixing a located in areas with different socio-economic status.
person-centered approach and a variable-centered In each school, all classes of corresponding age level
approach. The person-centered approach allows us were recruited. In England, there were nine schools,
to identify subgroups of victims, and the variable- selected from London (three secondary) and a re-
centered approach allows us to analyze the influence gional city in the Midlands (six schools, three mid-
of variables, whose importance in relation to victim- dle, and three secondary). The sample represented a
ization has been shown by previous research, on these good socio-economic and cultural mix. Comparative
subgroups. numbers from each year group were recruited in all
This study investigated the emotional impact of tra- schools, although there were slightly fewer students
ditional bullying and cyberbullying on victims, com- recruited from the oldest year group. Data were gath-
paring three countries: Italy, Spain, and England. ered in late 2007 and early 2008.
This objective was operationalized through four spe-
Measures
cific aims:
The instrument used was the DAPHNE Question-
(1) To report the prevalence of victimization for four naire [Genta et al., 2012] that was developed within
different types of bullying: traditional bullying the framework of the project “An investigation into
(direct and indirect) and cyberbullying (using mo- forms of peer–peer bullying at school in preadolescent
bile phones and the Internet). and adolescent groups: new instruments and prevent-
(2) To assess the emotional impact of the four types ing strategies.” This is a self-report instrument made
of bullying on victims. up of some preexisting questionnaires and other new
(3) To identify and characterize the emotional pro- measures (for more detailed information on the full
files or pattern of victims for each type of bully- questionnaire see Brighi et al., 2012; Genta et al.,
ing. 2012]. The information used in this study comes from
(4) To assess the relationship between variables the “About bullying and cyberbullying” section. This
traditionally considered in the bullying field section collected information using a multiple-choice
and the emotional profiles; specifically, gender, format about student access to ICT (three items), and
school grade, country, and frequency of the four areas of bullying: direct bullying (five items), indi-
aggression. rect bullying (five items), cyberbullying using mobile
phones (12 items), and cyberbullying using the inter-
METHOD net (12 items). All bullying questions were related to
the last 2 months; this time frame is commonly used
Participants
since school terms are often organized in 3-month pe-
The total sample was composed of 5,862 stu- riods. Data were collected in the last month of term
dents from three countries, Italy (N = 1,964), Spain and pupils could think about one complete term pe-
(N = 1,671), and England (N = 2,227) (M = 14.20- riod of regular attendance at school. In each bullying
years old, SD = 1.77), distributed at three educa- area, questions included role played (victim, bully, or
tional levels1 : Year 8 (M = 12.24, SD = 0.53), Year both) and other contextual aspects such as emotions
10 (M = 14.34, SD = 0.64), and Year 12 (M = 16.38, and coping strategies. Only those items relevant to
SD = 0.67). Overall, 48.8% of participants were girls. this study are shown in the Appendix.
The Spanish sample was collected from seven sec- The original questionnaire was developed in En-
ondary schools, selected according to a random pro- glish, and native speaker researchers of each coun-
cess from the area of Cordoba (five public and two try translated it to their language. Following Van de
direct-grant secondary schools, from broadly aver- Vijver and Hambleton’s [1996] recommendations, we
age socioeconomic status). In Italy, students were re- aimed to minimize cross-cultural bias. Construct and
cruited from 39 public secondary schools of Emilia method bias were minimized through the multilingual
Romagna (a region in the Center-North of Italy) in composition and research expertise of the team mem-
particular the provinces of Bologna, Ferrara, and bers (for an overview, see Smith, 2010]. To minimize
item bias, the definitions of bullying and cyberbul-
1 In Spain: first and third level of compulsory secondary school and lying were included in the first part of the question-
first level of high school. In Italy: second year of lower secondary naire (see Appendix). Regarding items related to emo-
school and first and third year of upper secondary school. tional impact, Mantel–Haenszel statistical tests were
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 345
RESULTS
Procedure
Prevalence of Victimization of Traditional
Questionnaires were administered in school time
Bullying and Cyberbullying
during lessons. Before completion, researchers de-
fined traditional bullying and cyberbullying follow- Table I shows the percentage of occasional and fre-
ing the descriptions given in the questionnaire (see quent victims in each country. In all three countries,
Appendix). Participants were asked to answer hon- the proportion of victims of traditional bullying, di-
estly and were reminded that their responses would rect and indirect, is higher than the proportion of
remain anonymous. The researchers emphasized that cyberbullying victims, using mobile phone or the In-
participation was voluntary, and gave students the ternet.
opportunity to leave if they so wished. Prior consent We also examined if some victims were suffering
was obtained from parents and schools. The appro- multivictimization, that is, victims of more than one
priate institutional ethics committees in each country type of bullying. Taking in account all types of bully-
approved the procedures. ing, 60.2% of the total number of victims (1,017) were
Aggr. Behav.
346 Ortega et al.
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 347
TABLE II. Percentage of Victims of Traditional Bullying that Reported Each Emotion, in the Total Sample and by Country
Direct bullying (N = 845) Indirect bullying (N = 1,114)
Not bothered 20.0 17.7 23.4 20.0 23.0 25.1 26.2 24.5
Embarrassed 26.4 24.5 25.7 25.7 22.3 16.9 11.7 17.8
C
Angry 48.2 35.1 41.5 42.7 43.9 45.4 40.6 43.7
B
Upset 43.5 32.5 17.5 34.8 32.3 13.6 23.4 23.1
BC C BC B
Stressed 34.7 10.9 10.5 22.4 29.7 10.8 9.0 17.7
BC BC
Worried 26.9 25.7 15.8 24.3 19.5 10.8 19.1 16.1
C B B
Afraid 24.0 10.9 15.2 18.1 10.9 4.7 5.5 7.3
B BC
Alone 19.1 7.5 13.5 14.3 15.5 13.3 7.4 12.8
B C
Defenseless 20.0 12.5 11.7 16.0 12.5 8.7 5.1 9.3
BC C
Depressed 26.9 7.9 17.0 18.9 21.6 9.6 14.8 15.4
BC B B
Notes. The more and least selected categories for each type of bullying are shown in boldface. Results are based on two-sided tests with significance
level 0.05. For each significant pair, the letter of the category with the smaller column proportion appears under the category with the larger column
proportion.
the negative emotions, with the exception of feeling ond “non affected victims” and the third “strongly
“defenseless” that was reported by 62%, and feeling affected victims.” The mean number of emotions re-
“alone,” reported by 58%. ported by each victim was, in the “moderately af-
On the basis of these characteristics, we named the fected victims” cluster, from 1 to 7 (Me = 2); in
first cluster “moderately affected victims,” the sec- the “non affected victims” from 1 to 5, (Me = 1);
TABLE III. Percentage of Victims of Cyberbullying that Reported Each Emotion, in the Total Sample and by Country
Mobile phone Cyberbullying (N = 338) Internet Cyberbullying (N = 406)
Not bothered 18.0 25.3 35.8 25.4 29.6 34.8 43.9 35.7
A A
Embarrassed 12.4 9.3 6.0 9.5 17.6 8.5 6.5 11.1
C
Angry 39.3 35.7 31.3 35.8 35.2 36.2 29.3 33.7
Upset 25.8 13.2 22.4 18.3 31.7 9.2 17.1 19.5
B BC
Stressed 23.6 10.4 7.5 13.3 19.0 5.7 8.9 11.3
BC B
Worried 23.6 15.9 23.9 19.5 17.6 13.5 15.4 15.5
Afraid 19.1 10.4 13.4 13.3 16.9 12.1 8.9 12.8
Alone 16.9 6.0 7.5 9.2 16.9 2.10 7.3 8.9
B B
Defenseless 13.5 3.3 13.4 8.0 12.7 2.8 5.7 7.1
B B B
Depressed 18.0 6.0 13.4 10.7 17.6 2.8 10.6 10.3
B B B
Notes. The more and least selected categories for each type of bullying are shown in boldface. Results are based on two-sided tests with significance
level 0.05. For each significant pair, the letter of the category with the smaller column proportion appears under the category with the larger column
proportion.
Aggr. Behav.
348 Ortega et al.
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 349
TABLE IV. Logistic Regression Parameters for Emotional Profile of Victims of Direct Bullying
Profilea β SE Wald df Sig. Exp. (β) Exp. (β)
Aggr. Behav.
350 Ortega et al.
TABLE V. Logistic Regression Parameters for Emotional Profile of Victims of Indirect Bullying
Emotional 95% CI
profilea β SE Wald df Sig. Exp. (β) for Exp. (β)
TABLE VI. Logistic Regression Parameters for Emotional Profile of Victims of Mobile Phone Cyberbullying
Emotional 95% CI
profilea β SE Wald df Sig. Exp (β) for Exp. (β)
TABLE VII. Logistic Regression Parameters for Emotional Profile of Victims of Internet Cyberbullying
Emotional 95% CI
profilea β SE Wald df Sig. Exp. (β) for Exp. (β)
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 351
Aggr. Behav.
352 Ortega et al.
so perhaps pupils feel relatively well able to recog- ported exclusively not feeling bothered. These results
nize and express negative emotions associated with partially replicate those found by Ortegaet al. [2009b],
bullying experiences. who found that the emotional responses of cybervic-
Spanish victims seem to be less affected by cyber- tims was almost equivalent to those reported by vic-
bullying; which could be due to a lack of awareness tims of indirect bullying. In this study, however, the
and that it might be perceived as less serious than emotional impact on the students who were cyberbul-
traditional bullying. Possibly this variation relates to lied through their mobile phone seemed to be closer
a delayed access to the use of ICTs among Spanish to the feelings experienced during direct bullying.
adolescents [Fundación Orange, 2009]; or maybe in- These results suggest that with cyberbullying, we
cidents of cyberbullying are less serious than in other are confronted by a general phenomenon with very
countries. different “branches.” The current categorization, tra-
In general, the proportion of victims that reported ditional vs. cyberbullying, may be insufficient to cap-
negative emotions in cyberbullying was lower than ture the complexity of these phenomena. Some spe-
in traditional bullying. These differences could be re- cific types of cyberbullying could be closer or more
lated to the characteristics, real or perceived, of these similar, in some sense, to some specific types of tra-
two kinds of bullying. Some pupils do seem to re- ditional bullying. So, maybe it is not very different to
gard cyberbullying as (mostly) not being as serious as be insulted face to face than through a mobile phone,
traditional bullying, because it is not "real" and can unless the insult is published on a social network in
be ignored in a way that face-to-face bullying cannot which there are many classmates. What is most im-
[Smith et al., 2008]. However, there are also other pos- portant may not be the use of mobile phone or the
sibilities, so the differences found could be related to Internet, but other factors such as the kind of rela-
the presence or absence of face-to-face contact. As we tionship previously established between victim and
have proposed previously [Ortega et al., 2009b], with aggressor, or the specific behaviors involved. In any
face-to-face contact victims have more emotional in- event, regardless of how it is mediated, it is important
formation about their aggressors, so it could be easier to take into account different factors to analyze how
to ‘‘read’’ their intentions, which could affect the emo- bullying phenomena appear and develop, and the im-
tional response. This hypothesis would also explain pact it has on those involved in it. As Tokunaga [2010]
the higher percentage of victims that reported nega- has suggested, the development of a common theo-
tive emotions in direct versus indirect bullying. How- retical framework seems a necessity to take research
ever, further research is necessary to explore these further on this topic.
hypotheses. It is also important to highlight the fact that in all
The third of our aims focused on identifying emo- types of bullying there is a group of “not bothered”
tional response profiles across the several kinds of victims. There could be different explanations for this.
bullying. Again, the findings showed the importance Maybe it is related to some features of the incident not
of differentiating each type of bullying. We established researched here, such as number of witnesses, iden-
two main types of emotional profiles. The first pro- tity of the aggressor, or previous relationship between
file included feelings produced by direct bullying and victim and aggressors. On the other hand, it could
cyberbullying through mobile phone, and the second be related to some victim features such as perceived
profile included the feelings generated by indirect bul- reason for victimization or some kind of adaptive re-
lying and cyberbullying on the Internet. In the first silience, maybe related to the use of problem-solving
group, the emotional response was more complex and coping skills [Baldry and Farrington, 2005] and a pos-
was more clearly associated to the three degrees of itive appraisal of a stressful situation [Hunter et al.,
damage unaffected, moderately affected and strongly 2004]; or possibly to factors like intrinsic develop-
affected. We hypothesize that these differences, be- mental strengths (e.g., self-esteem, self-efficacy) and
tween direct and mobile phone on one hand, and in- extrinsic developmental strengths (e.g., family, school,
direct and internet on the other hand, can be signaling community, peers) that allow some victims to mini-
that cyberbullying using mobile phones was perceived mize the emotional damage [Donnon and Hammond,
as more direct than cyberbullying using the Internet, 2007]. A final possibility could be that “not bothered”
although in both there is a technological device that victims are denying their suffering. This study cannot
operates as an intermediary between the aggressor answer these questions, but further research can use-
and victim. fully clarify to the situation of these victims who seem
However, it was also interesting that in both forms resilient to their negative experiences.
of cyberbullying, mobile phones, and Internet, there Our fourth aim was to examine the impact of gen-
was an almost identical cluster of victims who re- der, school grade, country, and frequency of bullying
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 353
on the victims who had been identified into clusters of standing of the direction of the relationship between
emotional responses. The results showed interesting variables. For example, we cannot be sure if the oc-
differences across different types of bullying. All fac- casional victims, who were found to be less affected,
tors were related to the emotional impact of all types are occasional because of their coping strategies and
of bullying with a few exceptions: country in indirect resilience (because they are genuinely "not bothered")
bullying, gender in mobile phone and school grade in or, on the contrary, if they are not in a long-term bul-
Internet cyberbullying. However, the amount of vari- lying situation just by chance, and because of this
ance explained by logistic regression models was very they are not affected. Measurement was made by
different between indirect bullying (only 3.9%) and self-report answers and victimization was assessed
the rest of types of bullying, which showed similar through single-item measures. There is a long tradi-
explained variances (from 11.3 to 13.4%). This means tion of this kind of questionnaire in researching bul-
that these variables are not equally useful to predict lying that has produced acceptable results. However,
emotional impact. In addition, in general the variance there is a tendency toward the use of instruments cen-
explained by these variables was not very high. As re- tered on specific behaviors. According to Tokunaga
viewed in the introduction, there are several variables, [2010], “future research on cyberbullying should fo-
related to bullying episodes and to person charac- cus on the development of a reliable and valid measure
teristics, which could moderate or mediate the rela- of the cyberbullying construct based on summated
tionship between aggression and emotional impact. scales.”
Some of these variables, such as self-esteem and cop- Concerning sampling, although several schools
ing strategies used, have shown to be useful to distin- were sampled in each country, this cannot be seen to
guish vulnerable and resilient adolescents on experi- give a national representation. Also, in spite of being a
ences of stress and depression [Dumont and Provost, strong point of the study, the cross-national aspect has
1999]. some limitations; selection of the participant coun-
In relation to gender, our findings partly agree with tries was primarily by convenience, rather than being
those of Bond et al. [2001], who found that repetitive selected to test specific aspects of cross-country com-
bullying episodes were predictive of intense emotional parisons. Thus, differences found between countries,
responses of anxiety and depression in girls but not and the explanations proffered, must be treated as
for boys. The results suggest that emotional responses provisional. Also, we found some country differences
were conditioned by gender stereotypes, where boys in relation to some emotions; but the emotional uni-
tend to show themselves as less affected by what hap- verse, understanding, feeling, expressing, and manag-
pens. ing emotions is strongly related to the cultural con-
Concerning school grade, our results show that text. So, to be “angry” maybe does not mean the
younger students are more likely to be affected than same for English victims as for Spanish or Italian
older ones. Thus, it seems that the emotional impact ones. Thus, we need to be careful in interpreting these
was managed better as students matured. This is sup- results.
ported by previous studies that show that victim rates
Conclusions and Directions for Future
for traditional bullying reduce with age, possibly due
Research
to better coping strategies [Smith et al., 1999]. In his
review, Tokunaga [2010] hypothesized a curvilinear To summarize, our findings suggest that both bul-
relationship between age and frequency of cyberbul- lying and cyberbullying experiences, independently
lying victimization, as found in traditional bullying of whether they are face-to-face, indirect or through
literature but at a slightly later age. Better manage- different technological devices, have a damaging im-
ment of the emotional impact, as a result of experi- pact on the majority of victims. It seems likely that
ences in particular kinds of attacks, could explain the this impact could mediate the broad range of distur-
lesser impact with older students; but this does not ex- bances associated with bullying and cyberbullying:
plain why this does not work in Internet cyberbullying academic and psychosocial problems, depression, low
situations. A more detailed analysis about specific use self-esteem, and externalized hostility, among others
of technologies along adolescence could help us to [Tokunaga, 2010]. Direct bullying and cyberbullying
interpret these results. via mobile phone showed similar profiles, and also in-
direct bullying and cyberbullying using the Internet.
Limitations of the Current Study
More studies are required to research the emotional
This study had some limitations concerning the de- impact on victims of multiple victimization, bully-
sign, measurement, samples, and cross-cultural na- ing, and cyberbullying, as well as to identify specific
ture. The cross-sectional design limited the under- aspects of the bullying behaviors, of whatever type,
Aggr. Behav.
354 Ortega et al.
responsible for or related to the emotional impact on volves an imbalance of power that leaves the victim
victims. defenseless.
Adolescence is a very important stage in which some Cyberbullying is a new form of bullying that in-
of the emotional and cognitive schemes that will shape volves the use of mobile phones (texts, calls, video
our “adult personality” are being developed. So, the clips) or the Internet (e-mail, instant messaging, chat
practical implications of the experiences in this pe- rooms, websites) or other forms of information and
riod are clear. However, the person-centered approach communication technology to deliberately harass,
used in this study has allowed us to show that, regard- threaten, or intimidate someone.
less of the specific type of bullying experienced, not all We would like to know about your experience of
victims are equally emotionally affected. This points bullying and cyberbullying wherever it happens, in or
to the need for further research to identify that are out of school.
the specific characteristics important in the complex About bullying:
process of victimization. In addition, we would like First, we had like you to answer some questions on
to highlight the importance of researching the char- traditional types of bullying. The next five questions
acteristics of “non affected” victims. This would allow are about direct forms of bullying, which include:
us to understand why, and how, some pupils are ap- (1) Hitting, tripping up, taking belongings.
parently able to face very difficult situations in a way (2) Name calling and taunting (perhaps about race,
that they are not strongly affected. This knowledge gender, sexuality, or disability) to someone in per-
could help us to design interventions and resources son, face-to-face.
directed to improve these abilities. Besides helping to
reduce aggression and bullying occurring, an effective Remember, this does not include cyberbullying.
emotional response by victims can also play a part in
the success of intervention programs.
Q1: Have you been directly bullied in the last 2 months?
ACKNOWLEDGMENTS No, I have not been bullied in the last 2 months
This study was carried out in the framework It has only happened once or twice
Two or three times a month
of the European Daphne II Programme (Project About once a week
JLS/2096/DAP-l/241YC 30-CE-0120045/00–79: Several times a week or more
“An investigation into new forms of bullying among Q2: How did you feel when someone directly bullied you in the
European adolescents”). The Spanish team also last 2 months? (For this question you can cross several answers)
received support from the National Research Plan I have not been directly bullied in the last 2 months
Embarrassed
(PSI2010–17246), and from the Excellence Research Worried
Program from Junta de Andalucı́a (SEJ-6156). The Upset
authors are grateful for the support received. Afraid and scared
Alone and isolated
Defenseless, no one can do anything about it
APPENDIX. Questionnaire 3. “About Bullying and Depressed
Cyberbullying.” Items used in this study. Stressed
Extracted from the DAPHNE Questionnaires It does not bother me
[Genta et al., 2012]. Angry
Other (Please write here)
This questionnaire will helps us find out how do
you use the new technologies (mobiles and internet)
and how you get on with each other in and out of the The next five questions are about indirect forms of
school. bullying, which includes:
Please answer the following questions as truthfully
as you can. [ . . . ].
Now, we want to ask you some questions about (1) Telling lies or spreading false rumors about some-
your experiences of bullying and cyberbullying but it one behind their back.
is important to be clear what these words mean. (2) Sending mean notes to try and make someone
Bullying is a behavior carried out by an indi- disliked.
vidual, or a group, which is repeated over time in (3) Excluding someone from a social group on pur-
order to hurt, threaten or frighten another individ- pose.
ual with the intention to cause distress. It is dif-
ferent from other aggressive behavior because it in- Again, this does not include cyberbullying.
Aggr. Behav.
Emotional Impact of Bullying and Cyberbullying 355
Q6. Have you been indirectly bullied in the last 2 months? (Answers REFERENCES
options were the same given in the item Q1)
Aluede O, Adeleke F, Omoike D, Afen-Akpaida J. 2008. A review of
Q7. How did you feel when someone indirectly bullied you in the
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