Cyberbullying in spain
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Cyberbullying in Spain. Findings of the DAPHNE II Programme Project. Rosario Ortega Juan Calmaestra Joaquin Mora-Merchán With the col. of Paz Elipe Rosario Del Rey. METHOD: Sample. 1671 students (7 Secondary and High Schools) Age (M): 14.45 94.1% Owns a Mobile Phone

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Cyberbullying in Spain

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Cyberbullying in Spain

Findings of the DAPHNE II Programme Project

Rosario Ortega

Juan Calmaestra

Joaquin Mora-Merchán

With the col. of

Paz Elipe

Rosario Del Rey

METHOD: Sample

1671 students (7 Secondary and High Schools)

Age (M): 14.45

94.1% Owns a Mobile Phone

82.7% Has access to a Computer


  • Cyberbullying












Age Direct Bullying

Age Indirect Bullying

AgeVía mobile phone



Agevia the Internet

Overlapping in victimization experiences



EmotionalProfilesof Indirect and Cybervictims


Indirect Bullying

Mobile phone

Conclusion and Discussion

  • The emotional profiles of cybervictimitation are similar to the indirect bullying.

  • The cyberbullying could be characterized as an indirect form of bullying (Slonje & Smith, 2008).

  • How can we interpreted the differences found between emotional profiles in direct bullying and in the other types of bullying?

    • Heterogeneity of behaviours included in direct bullying

    • The face-to-face characteristic could make the emotional information in the interactions episodes more “readable”.


  • Prevalence of cyberbullying in Spanish young people is still lower than the traditional bullying (nearly half of the traditional cybervictims).

  • Instant Messaging (Internet) and nasty call (mobile phone) are the most common form of cyber-harassment.

  • Gender -as traditional bullying- is important, but age does not follow the traditional trends (to peak on 15 year old using mobil phone and maintenance by using the Internet).

  • Lasting of cybervictimization is shorter than in traditional one.

  • A high numbers of cyberaggressors remain on anonimity (specially using the Internet)

  • An small group of students overlap, suffering all kind, traditional and cyber, victimisation.


Cyberbullying in adolescence: investigation and intervention in six European Countries

Rosario Ortega

Rosario Del Rey

Juan Calmaestra

Jose Antonio Casas

Marta Villodre

With collaboration:

Joaquín Mora-Merchán

Paz Elipe

Contributions to Daphne III

  • Aims:

    • Investigation

    • Intervention

    • Dissemination


  • The Spanish team has already collected 1669 Daphne questionnaires from 7 secondary and high schools. Are more necessaries?


  • Having in mind the intervention we would like to administrate to the students:

    • Interpersonal Reactivity Index (IRI) on Internet. Adaptation of the Davis (1980, 1983): IRI, validated to study empathy and pro-social behaviour linked

    • CAPIC: Questionnaire about self-steem, prosocial behaviour, internet compulsive use and cyberbullying.

    • Discussing group about positive uses of ICT and about how can be used to cope with cyberbullying.


  • Based on the pro-social use of Internet.

  • Aims:

    • to develop adolescent pro-social behaviour

    • to reduce adolescent anti-social behaviour

    • to reduce adolescent implication in cyberbullying


  • Beginning of October: pre-test in three secondary schools

  • From October until May: develop of the intervention

    • Students

    • Teachers

    • Parents

  • End of May: Pos-test


  • New materials

  • Protocol of cyberbullying designed with a multidisciplinary groups of professionals (EMICI): lawyer, journalist, computer Technician,


  • Edition of material for students, teachers and parents

  • Participation in International Congress:

  • Final seminar

  • Articles

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