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Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews

Author

Listed:
  • Niels C.L. Jacobs

    (Faculty of Psychology and Educational Sciences, Open University The Netherlands, Valkenburgerweg 177, PO Box 2960, 6419 AT Heerlen, The Netherlands)

  • Linda Goossens

    (Faculty of Psychology and Educational Sciences, Open University The Netherlands, Valkenburgerweg 177, PO Box 2960, 6419 AT Heerlen, The Netherlands)

  • Francine Dehue

    (Faculty of Psychology and Educational Sciences, Open University The Netherlands, Valkenburgerweg 177, PO Box 2960, 6419 AT Heerlen, The Netherlands)

  • Trijntje Völlink

    (Faculty of Psychology and Educational Sciences, Open University The Netherlands, Valkenburgerweg 177, PO Box 2960, 6419 AT Heerlen, The Netherlands)

  • Lilian Lechner

    (Faculty of Psychology and Educational Sciences, Open University The Netherlands, Valkenburgerweg 177, PO Box 2960, 6419 AT Heerlen, The Netherlands)

Abstract

Because of the negative effects of cyberbullying; and because of its unique characteristics; interventions to stop cyberbullying are needed. For this purpose, more insightful information is needed about cyberbullying victims’ ( i.e., the target group) experiences, perceptions, attitudes and motivations related to (coping with) cyberbullying. Five schools with 66 low-educated Dutch adolescents between 12 and 15 (53% female) participated in 10 focus group interviews. Results show that victims do not perceive all behaviors as cyberbullying and traditional bullying is generally perceived as worse than cyberbullying. Cyberbullies are perceived as sad, cowards and embarrassing themselves. Victims are perceived as easy targets; they wear strange clothes, act in a provocative manner and have a bad appearance. These perceptions often depend on context, the level of anonymity, being in a fight or not, the person sending the message and his/her behavior. Further, victims reacted to cyberbullying by acting nonchalant, by not actually saying anything and seeking help from others ( i.e. , parents are not often asked for help because they do not want to bother them; fear of restricted Internet privileges). It can be concluded that asking cyberbullying victims about their experiences in an open manner, and allowing them to discuss these experiences, likely results in new and insightful information compared to using self-reports. In this questioning the perception of adolescents is key to see what is perceived as cyberbullying.

Suggested Citation

  • Niels C.L. Jacobs & Linda Goossens & Francine Dehue & Trijntje Völlink & Lilian Lechner, 2015. "Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews," Societies, MDPI, vol. 5(1), pages 1-22, January.
    • Handle: RePEc:gam:jsoctx:v:5:y:2015:i:1:p:43-64:d:44647
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    References listed on IDEAS

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    1. Mishna, Faye & Saini, Michael & Solomon, Steven, 2009. "Ongoing and online: Children and youth's perceptions of cyber bullying," Children and Youth Services Review, Elsevier, vol. 31(12), pages 1222-1228, December.
    2. Schneider, S.K. & O'donnell, L. & Stueve, A. & Coulter, R.W.S., 2012. "Cyberbullying, school bullying, and psychological distress: A regional census of high school students," American Journal of Public Health, American Public Health Association, vol. 102(1), pages 171-177.
    3. Hopkins, Lisa & Taylor, Laura & Bowen, Erica & Wood, Clare, 2013. "A qualitative study investigating adolescents' understanding of aggression, bullying and violence," Children and Youth Services Review, Elsevier, vol. 35(4), pages 685-693.
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    Cited by:

    1. Pabian, Sara & Erreygers, Sara & Vandebosch, Heidi & Van Royen, Kathleen & Dare, Julie & Costello, Leesa & Green, Lelia & Hawk, Dianne & Cross, Donna, 2018. "“Arguments online, but in school we always act normal”: The embeddedness of early adolescent negative peer interactions within the whole of their offline and online peer interactions," Children and Youth Services Review, Elsevier, vol. 86(C), pages 1-13.
    2. Lee, Serim & Chun, JongSerl, 2020. "Conceptualizing the impacts of cyberbullying victimization among Korean male adolescents," Children and Youth Services Review, Elsevier, vol. 117(C).
    3. Eloy López-Meneses & Esteban Vázquez-Cano & Mariana-Daniela González-Zamar & Emilio Abad-Segura, 2020. "Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context," IJERPH, MDPI, vol. 17(12), pages 1-31, June.
    4. Niels C.L. Jacobs & Trijntje Völlink & Francine Dehue & Lilian Lechner, 2015. "The Development of a Self-Report Questionnaire on Coping with Cyberbullying: The Cyberbullying Coping Questionnaire," Societies, MDPI, vol. 5(2), pages 1-32, May.
    5. Dennehy, Rebecca & Meaney, Sarah & Cronin, Mary & Arensman, Ella, 2020. "The psychosocial impacts of cybervictimisation and barriers to seeking social support: Young people’s perspectives," Children and Youth Services Review, Elsevier, vol. 111(C).
    6. Ljiljana Rakic & Milena Santric-Milicevic & Dejan Nikolic & Milena Vasic & Uros Babic & Jovana Todorovic & Zorica Terzic-Supic & Sanja Milenkovic, 2021. "The Relationship between Individual and Family Characteristics and Cyberbullying Exposure in a Nationally Representative Sample of School-Aged Children Living in Serbia," IJERPH, MDPI, vol. 18(14), pages 1-23, July.

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