The legal implications of student use of social networking sites in the UK and US: current concerns and lessons for the future

This paper provides a comparative snapshot of the current state of the law in the US and UK with respect to potential liability of university and college students for use (and misuse) of social networking sites. It reviews the limited case law on this topic, highlights the differences in the two nations’ laws of defamation and the various possible legal claims available to individuals allegedly harmed by postings on these social networking sites, and concludes that neither country currently offers a satisfactory legal or quasi-legal model for resolving these disputes.     

An Examination of the Effects of Different Victimization Types on Psychological and Behavioral Health Outcomes and the Mediating Role of Stress

Although a considerable amount of research has highlighted the link between interpersonal victimization and adverse psychological and behavioral health, a paucity of research has examined and compared the effects of multiple forms of victimization in the same study. There is also a limited understanding of the underlying individual factors (e.g., emotional processes) that might link experiences of victimization to psychological and behavioral health adversities. To address these gaps, the author used a nationally representative sample of 19,422 Canadians aged 15 years old or older to examine the effects of different types of victimization on psychological and behavioral health outcomes, and to determine whether these associations are mediated by perceived stress. Results revealed that some victimization types (i.e., personal, household/property, cyberbully, ex-partner physical/sexual and emotional abuse) had statistically significant adverse effects on psychological and behavioral health outcomes (i.e., self-report mental health, life satisfaction, satisfaction with safety from crime, and alcohol/drug abuse). Results also revealed that perceived stress mediated the association between some victimization types and psychological, but not behavioral, health outcomes. Discussion points toward the utility of examining multiple victimization types, as well as other converging individual factors or adversities, in explaining psychological and behavioral health outcomes.     

“Just Being Mean to Somebody Isn’t a Police Matter”: Police Perspectives on Policing Cyberbullying

Increasing public awareness of cyberbullying, coupled with several highly publicized youth suicides linked to electronic bullying, have led lawmakers and politicians to consider new criminal legislation specifically related to cyberbullying. However, little is known about how the police currently respond to cyberbullying, and it is not clear whether new laws are necessary. In this article, the authors draw upon in-depth interviews with Canadian street patrol officers and school resource officers to explore police perspectives on policing cyberbullying. In contrast to the reactive hard-line approach proposed in much legislation and public discussion, police officers prefer to take a preventative approach by educating youth and raising awareness about the dangers of digital communications. Although there are instances when criminal charges must be laid, these incidents transcend “bullying,” a term that has little legal meaning for police officers.     

Cyberbullying in Portuguese Schools: Prevalence and Characteristics

This study examined the extent and nature of cyberbullying in 23 Portuguese schools. A sample of 3,525 sixth-, eighth-, and eleventh-grade students completed a self-response questionnaire assessing their perceptions and experiences of cyberbullying. The findings showed that 7.6% of students have been victimized, and 3.9% have bullied others at least once over the last year. The incidences of victimization were higher for females and for the older students. In contrast, more boys reported having bullied others in the eleventh grade. The most frequent medium of cyberbullying was via websites, whilst sending offensive messages was the most widely reported type of behavior. Telling someone about cyberbullying is among the most frequent coping strategies used by cybervictims, who usually chose to tell their friends rather than adults. Implications of these findings for students, schools, and parents are discussed.     

The role of beliefs about aggression in cyberbullying and animal abuse

ABSTRACT

The current study sought to examine the associations between involvement in bullying (traditional and cyber), attitudes about aggression, and animal abuse. Four hundred and thirty-nine undergraduate students (267 females and 172 males) enrolled in Introductory Psychology completed surveys assessing bullying involvement, normative beliefs about aggression, and animal abuse tendencies. Results revealed that animal abusers reported significantly higher rates of bullying (traditional and cyber) and significantly more accepting views of aggression when compared to non-abusers. A logistic regression model indicated that bullying perpetration (traditional and cyber), normative beliefs about aggression, and gender were significant predictors of animal abuse. In addition, the findings suggest that normative beliefs about aggression may serve as an underlying mechanism linking traditional bullying, cyberbullying, and animal abuse. Implications for prevention and intervention programs for aggression toward humans and animals are discussed.     

Cyberbullying Among Chilean Students and the Protective Effects of Positive School Communities

Cyberbullying is a type of bullying that involves the use of technology to harm other students. Most researchers have examined individual-level characteristics, but the perception of school climate and school characteristics such as type, size, and level of vulnerabilities have not been considered using multilevel methods. Using a sample of 8,237 Chilean seventh graders from 1,322 schools we examined individual- and school-level predictors of cyberbullying perpetration. Cyberbullying perpetration was predicted by prior victimization, interpersonal relationships, and gender. We found an interaction effect between interpersonal relationships and teacher support for victims. Our findings support the notion that school policies and culture can play a vital role in the prevention of cyberbullying, supporting a protective resilience model.     

Over and above Gender Differences in Cyberbullying: Relationship of Gender Typicality to Cyber Victimization and Perpetration in Adolescents

ABSTRACT

The present study used a unique measure of self-perceived gender typicality to better examine the association of gender with cyber victimization and perpetration. Participants were 297 adolescent males and females recruited from independent schools in grade 8 (M_age = 13.8) and grade 10 (M_age = 15.8) who completed a self-report survey. Multiple regression analyses revealed that only for males, high other-gender typicality and low same-gender typicality were associated with high cyber victimization, but when same-gender typicality was high there was no association. Independent associations of same- and other-gender typicality with cyber perpetration were present only for males. Findings highlight that the importance of considering same- and other-gender typicality for adolescent boys’ engagement in cyberbullying.     

The Gender Gap and Cybercrime: An Examination of College Students’ Online Offending

Abstract

As computer and Internet technologies have continued to advance over the last few decades, a considerable amount of research has been dedicated to exploring online behavior. Criminologists, in particular, have been interested in examining cybercrime and online deviance. Contributing to this growing body of scholarship, the current research investigated the effects of gender on cybercrime and whether socialization can account for the gender gap in online offending. Data were collected from a sample of 522 college students and three cybercrime categories were examined: digital piracy, cyberharassment, and hacking offenses. The findings revealed that men were more likely to engage in online offending and that this gender gap was fairly persistent across the socialization variables of self-control and immersion into the cyberenvironment. Specifically, only three gender-invariant findings emerged: men and women commit statistically similar rates of digital piracy when self-control levels are low, and they also engage in similar rates of digital piracy and hacking offenses when Internet use is high. Detailed results, implications for theory and policy, study limitations, and directions for future research are discussed.     

The art of trolling law enforcement: a review and model for implementing ‘flame trolling' legislation enacted in Great Britain (1981–2012)

The advancement of information and communications technology often results in early adoption, followed by concern over a digital divide, followed by mass adoption and then, inevitably, abuse and misuse of that platform. The most recent of these technologies is social networking services. The early adopters used Friendster and MySpace, and the masses now use Facebook and Twitter. The abuse of people on these platforms was called Cyberbullying in the case of the first two in the 2000s, and Internet trolling in the case of the second two in the 2010s. This paper reviews the legislation enacted in the UK parliament between 1981 and 2012 to deal with these offences, called ‘flame trolling’, for those based on transgress humour, or electronic message faults more generally. The paper presents a framework that includes a ‘Trolling Magnitude Scale’ based on established trolling culture, in order to link the legislative offences to the severities of those faults, as well as to the ability of specific Internet users to tolerate them or otherwise. The paper concludes that by using this framework law enforcement agencies such as the police can apply the laws more fairly and proportionally to protect free speech and at the same time be tough on the causes of electronic message faults in the form of Internet abuse and data misuse.     

Bystanders’ Supportive and Passive Responses to Cyberaggression

Bystanders in cyberaggression can support the victim, join the aggressor, or remain passive. We examined how supportive and passive adolescent Czech cyberbystanders (N = 443, ages 12–18) differ in terms of individual characteristics, emotional responses, and contextual factors. The most substantial distinguishing factor between the two groups turned out to be whether they had received a request to help the victim. After such a request, cyberbystanders supported the victim; moreover, most of those who had not been asked reported that they would have actively reacted to a request for help. The findings also showed the significant role of immediate empathic response, which increased the odds of support even after controlling for individual characteristics. The results are discussed with regard to prevention and intervention efforts.