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Children
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New Challenges of Cyberbullying in Children and Adolescents
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Special Issue "New Challenges of Cyberbullying in Children and Adolescents"

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: closed (1 December 2023) | Viewed by 5726

Special Issue Editor

Dr. Christopher P. Barlett

E-Mail Website1 Website2
Guest Editor
Department of Psychology, Kansas State University, Manhattan, KS 66506, USA
Interests: cyberbullying; psychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Cyberbullying is defined as the use of electronic media to cause willful repeated harm to others who cannot readily defend themselves. Prevalence rates of those who are cyber-victimized, perpetrate cyberbullying, or both suggest that cyberbullying is a well-recognized public health issue which affects the physical and psychological health of children and adolescents. Anxiety, fear, depression, low self-esteem, behavioral issues, suicide ideation, and academic struggles are just a few of the challenges youth may experience if they perpetrate or are targets of online harm.

In order to aid intervention efforts to reduce cyberbullying (victimization and perpetration alike), we aim in this Special Issue to collect articles on cyberbullying and its impact on children and adolescents’ health, to bring together the latest research progress on this topic, and to draw more and more attention to it.

For this Special Issue, we invite authors to submit original research articles and reviews that focus on cyberbullying-related topics. We would also appreciate it if you could forward this to your team members and colleagues who may also be interested in the topic.

Thank you for your consideration. Please contact us if you have any questions or suggestions.

Dr. Christopher P. Barlett
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cyberbullying
  • media and youth
  • psychiatry and behavioral health
  • violence
  • child and adolescent psychiatry
  • bullying online
  • self-harm

Published Papers (2 papers)

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Research

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18 pages, 305 KiB  
Article
Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration
by
Roy A. Willems
,
Peter K. Smith
,
Catherine Culbert
,
Noel Purdy
,
Jayne Hamilton
,
Trijntje Völlink
,
Herbert Scheithauer
,
Nora Fiedler
,
Antonella Brighi
,
Damiano Menin
,
Consuelo Mameli
and
Annalisa Guarini
Children 2023, 10(11), 1780; https://doi.org/10.3390/children10111780 - 02 Nov 2023
Cited by 1 | Viewed by 360
Abstract
Internet usage is a salient developmental factor in adolescents’ lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online [...] Read more.
Internet usage is a salient developmental factor in adolescents’ lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 urban schools across five European countries. A total of 2594 students participated, of whom 90% were 14–16 years. Virtually all adolescents of socioeconomic disadvantage had Internet access, with 88.5% reporting spending more than two hours per day online, often on apps such as Instagram, Snapchat, and YouTube. Almost one-third of adolescents did not talk with their parents about their Internet use and almost two-thirds indicated that their parents were only a little or not interested in their Internet use. A consistent finding across countries was that girls more often talked with their parents about their Internet use and more often reported that their parents were interested in their Internet use than boys. The results suggest that parents have an important task in explicitly showing interest in their adolescents’ Internet use, with special attention needed for boys. Full article
(This article belongs to the Special Issue New Challenges of Cyberbullying in Children and Adolescents)
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Review

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18 pages, 1226 KiB  
Review
Cyberbullying as a Learned Behavior: Theoretical and Applied Implications
by
Christopher P. Barlett
Children 2023, 10(2), 325; https://doi.org/10.3390/children10020325 - 08 Feb 2023
Viewed by 4867
Abstract
Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand [...] Read more.
Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research. Full article
(This article belongs to the Special Issue New Challenges of Cyberbullying in Children and Adolescents)
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