1. Rosario Ortega Juan Calmaestra Joaquin Mora-Merchán With the col. of Paz Elipe Rosario Del Rey Cyberbullying in Spain Findings of the DAPHNE II Programme Project

2. 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

3. VICTIMS & AGGRESSORS  Cyberbullying Mobile phone InternetTOTAL Occasional Aggressor4.2 %3.6 %6.7 % Occasional Victim3.7 %6.2 %8.3 % Severe Aggressor0.9 %1.0 %1.5 % Severe Victim0.5 %1.3 %1.7 % TOTAL9.3 %12.1 %18.2 %

4. VICTIMS 1 or 2 2 or 3 times a moth 1 a week Severa l times a week TOTAL Victims of Direct Bullying 7,5 %1,3%1,1%0,8% 10.7% Victims of Indirects Bullying 12,4%1,7%0,8%1% 15.9% Cybervictims Mobile phone 3,7%0,3%0,1% 4.2% Cybervictims Internet 6,2%0,5%0,2%0,6% 7.5% Occa. 7.5% 6.2% 1.3% 12.4% 0.5% 3.5% Severe 3.2% 3.7%

5. Age Direct Bullying

6. Age Indirect Bullying

7. Age Vía mobile phone * *

8. Age via the Internet

9. Overlapping in victimization experiences

10. Emotional profiles (only victims ) DIRECT BULLYING

11. Emotional Profiles of Indirect and Cybervictims Indirect Bullying Internet Mobile phone

12. 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”.

13. SUMMARY  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.

14. Cyberbullying in adolescence: investigation and intervention in six European Countries III With collaboration: Joaquín Mora-Merchán Paz Elipe

15. Contributions to Daphne III  Aims:  Investigation  Intervention  Dissemination

16. Investigation  The Spanish team has already collected 1669 Daphne questionnaires from 7 secondary and high schools. Are more necessaries? 1º ESO3º ESO 1º BACH Total Boy n300267290857 %55,8%50,1%48,5%51,3% Girl n238266308812 %44,2%49,9%51,5%48,7% Total n5385335981669 %100,0%

17. Investigation  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.

18. Intervention  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

19. Intervention  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

20. Material  New materials  Protocol of cyberbullying designed with a multidisciplinary groups of professionals (EMICI): lawyer, journalist, computer Technician,

21. Dissemination  Edition of material for students, teachers and parents  Participation in International Congress:  Final seminar  Articles