@article{ref1,
title="What counts? A qualitative study of adolescents' lived experience with online victimization and cyberbullying",
journal="Academic pediatrics",
year="2019",
author="Ranney, Megan L. and Pittman, Sarah K. and Riese, Alison and Koehler, Christopher and Ybarra, Michele and Cunningham, Rebecca and Spirito, Anthony and Rosen, Rochelle K.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVE: To inform development of cyberbullying interventions that are both accurate and meaningful to all adolescents, this qualitative analysis examines experiences of online peer victimization among a sample of predominately minority and low-income youth. <br><br>METHODS: Adolescents ages 13-17 years who reported past-year cyberbullying on a previously validated survey were recruited from an urban pediatric clinic to complete semi-structured interviews. Interview topics included definitions of cyberbullying, prior cyberbullying experiences, and strategies to reduce cyberbullying and its consequences. Interviews were audio-recorded and transcribed verbatim. Using thematic analysis, study team members applied both structural and emergent codes to transcripts. <br><br>RESULTS: Saturation was reached after 23 interviews (mean age 14.8 years; 65% female, 47.8% Hispanic, 35% Black, 74% low socioeconomic status). Four main themes emerged: 1) Teens avoided the term &quot;cyberbullying,&quot; due to its association with suicidality and severe depression; they preferentially described experiences (even those meeting criteria for repetition, power differential, etc.) as &quot;online conflict&quot;. 2) In-person bullying categories (bully, victim, bully-victim, bystander) apply to online conflict. Few identify purely as victims. 3) Cyberbullying is part of a larger continuum of peer violence, including physical fights and in-person bullying. 4) Teens want to help victims of cyberbullying; they desire more guidance in so doing. <br><br>CONCLUSIONS: These youth rarely acknowledge presence of cyberbullying; instead, they describe online conflict as part of a larger spectrum of peer violence. Clinicians may consider prevention of a range of conflict-related behaviors (rather than focusing exclusively on cyberbullying), and may considerengaging adolescent bystanders in prevention of online conflict.<br><br>Copyright © 2019. Published by Elsevier Inc.<p /> <p>Language: en</p>",
language="en",
issn="1876-2859",
doi="10.1016/j.acap.2019.11.001",
url="http://dx.doi.org/10.1016/j.acap.2019.11.001"
}