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Görzig, Anke; Machackova, Hana
Languages: English
Types: Unknown
Subjects: psychology, social
Background: \ud Involvement in bullying has been shown to result from a complex interplay between individuals and their wider social environment. Using Bronfenbrenner's classic ecological theory as a starting point the current paper reviews findings on cyber-bullying from the cross-national survey data of the EU Kids Online project; a representative sample of 25,142 internet-using European children aged 9-16 years. \ud \ud Methods: \ud Research outputs on cyber-bullying using the EU Kids Online data were accumulated. With the child at the centre, factors associated with cyberbullying were considered at different levels of the socio-ecological system: a) the individual level (e.g., socio-demographic, psychological and internet use characteristics of the child), b) the immediate social environment (e.g., awareness, mediation and support sought of parents, teachers and peers), and c) the more distal environment (e.g., policy regulations, national statistics and cultural norms at the country level).The results for each level were reviewed and synthesised using a qualitative approach.\ud \ud Findings: \ud Risk and protective factors associated with the experience of cyber-bullying were identified on the level of the individual (e.g., psychological difficulties increased risk), the social environment (e.g., peer support increased coping), the country (e.g., higher national crime rates increased risk) and their interactions (e.g., online activities were related to cyber-bullying dependent on countries’ mobile phone penetration).\ud \ud Discussion: \ud An evidence-based framework with regards to the experience of cyber-bullying among young people from a socio-ecological perspective is presented. Implications for prevention and intervention efforts to consider different levels of the socio-ecological system as well as their interactions are pointed out.

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