@article{ref1,
title="Cyber-bullying in adolescents: Associated psychosocial problems and comparison with school bullying",
journal="L'Encephale (1974)",
year="2013",
author="Kubiszewski, V. and Fontaine, R. and Huré, K. and Rusch, E.",
volume="39",
number="2",
pages="77-84",
abstract="AIM: The aim of this study was to determine the prevalence of adolescents engaged in cyber-bullying and then to identify whether students involved in cyber- and school bullying present the same characteristics of internalizing problems (insomnia, perceived social disintegration, psychological distress) and externalizing problems (general aggressiveness, antisocial behavior). METHOD: Semi-structured interviews were conducted with 738 adolescents from a high-school and a middle-school (mean age=14.8±2.7). The Electronic Bullying Questionnaire and the Olweus Bully/Victim Questionnaire were used to identify profiles of cyber-bullying (cyber-victim, cyber-bully, cyber-bully/victim and cyber-neutral) and school bullying (victim, bully, bully/victim and neutral). Internalizing problems were investigated using the Athens Insomnia Scale, a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing problems were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. RESULTS: Almost one student in four was involved in cyber-bullying (16.4% as cyber-victim, 4.9% as cyber-bully and 5.6% as cyber-bully/victim); 14% of our sample was engaged in school bullying as a victim, 7.2% as a bully and 2.8% as a bully/victim. The majority of adolescents involved in cyber-bullying were not involved in school bullying. With regard to the problems associated with school bullying, internalizing problems were more prevalent in victims and bully/victims, whereas externalizing problems were more common in bullies and bully/victims. A similar pattern was found in cyber-bullying where internalizing problems were characteristic of cyber-victims and cyber-bully/victims. Insomnia was elevated in the cyber-bully group which is specific to cyberbullying. General aggressiveness and antisocial behavior were more prevalent in cyber-bullies and cyber-bully/victims. Looking at the differences between types of bullying, victims of &quot;school only&quot; and &quot;school and cyber&quot; bullying had higher scores for insomnia and perceived social disintegration than victims of &quot;cyber only&quot; bullying or students &quot;non-involved&quot;. Higher general aggressiveness scores were observed for &quot;school only&quot; bullies and &quot;school and cyber&quot; bullies than for bullies in &quot;cyber only&quot; bullying or students &quot;non-involved&quot;. Regarding antisocial behavior, &quot;school only&quot; bullies, &quot;cyber only&quot; bullies, &quot;school and cyber&quot; bullies had higher scores than students &quot;non-involved&quot;. DISCUSSION: This study highlights the importance of investigating both school and cyber-bullying as many psychosocial problems are linked to these two specific and highly prevalent forms of bullying.<p /> <p>Language: fr</p>",
language="fr",
issn="0013-7006",
doi="10.1016/j.encep.2012.01.008",
url="http://dx.doi.org/10.1016/j.encep.2012.01.008"
}