What Features Make Online Harassment Incidents Upsetting to Youth?

Autor/inn/en	Mitchell, Kimberly J.; Ybarra, Michele L.; Jones, Lisa M.; Espelage, Dorothy
Titel	What Features Make Online Harassment Incidents Upsetting to Youth?
Quelle	In: Journal of School Violence, 15 (2016) 3, S.279-301 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2014.990462
Schlagwörter	Youth; Anxiety; Internet; Safety; Victims; Bullying; Computer Mediated Communication; Telephone Surveys; Interviews; Statistical Analysis; Individual Characteristics; High School Students; Health Behavior; Risk; National Surveys; Regression (Statistics); Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Angst; Sicherheit; Victim; Opfer; Mobbing; Computerkonferenz; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Statistische Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Health behaviour; Gesundheitsverhalten; Risiko; Regression; Regressionsanalyse
Abstract	This article examines characteristics of online harassment episodes associated with increased distress for youth. Data were collected as part of the Third Youth Internet Safety Survey, a cross-sectional telephone survey conducted in the United States in 2010. Interviews were conducted with 1,560 Internet-using youth, ages 10 through 17. Harassment incidents involving multiple perpetrators, offline contact, and a power imbalance between victim and perpetrator were more likely to be upsetting to youth. As the number of aggravating features (i.e., multiple perpetrators, offline contact, power imbalance, repetition) that an incident included increased, the likelihood of distress also increased. Findings have important implications for schools and parents seeking to improve prevention and intervention efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01