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In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total of 251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.

Epidemiological studies on the prevalence of cyberbullying and cybervictimization in different countries, using the same procedure and the same measures, are of relevance in understanding differences in results that are not due to methodological factors. The current study was conducted in 8 European countries (Bulgaria, Cyprus, France, Greece, Hungary, Italy, Poland, and Spain), involving a total of 4,847 students, using an online anonymous questionnaire (the Tabby online questionnaire). The results were analyzed by comparing differences between countries and between genders. Cyberbullying and cybervictimization were most prevalent in Bulgaria and Hungary and least prevalent in Spain. Boys committed more cyberbullying than girls in all countries, but there were no overall gender differences in cybervictimization. However, girls were more often cybervictims in four countries and boys were more often cybervictims in the other four countries. The results are discussed with regard to the importance of cross-national studies of cyberbullying and cybervictimization and the use of online data collection in order to reduce methodological bias.

Sex offenders commonly exhibit some degree of denial of their offending. Past research has shown that denial conflicts with treatment completion, but does not necessarily increase sexual reoffending risk. This study explores whether the impact of denial upon the treatment of sex offenders is unequivocal or influenced by other factors, such as criminal career variables and dynamic risk. Thirty-five convicted male sex offenders in Italy were assessed for criminal career characteristics (e.g., heterogeneous versus specialized offending), for the nature of denial, and for dynamic risk factors. Interventions for sex offenders may be more effective if they are designed to differentiate between heterogeneous offenders who are difficult to engage in treatment, and specialized sex offenders who are more likely to engage in and complete treatment, regardless of their level of denial. Heterogeneous and specialized sex offenders pose different risks and these differences need to be taken into account in treatment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate post-traumatic stress symptoms affecting the involvement in school bullying and cyberbullying of boys and girls according to the different bullying roles. The current study involved 5058 Italian students, aged 11–18, recruited from secondary schools, who anonymously self-reported about school and cyber bullying as victims and/or perpetrators, and about post-traumatic stress symptoms. Based on their responses, students were classified as 'only-bullies', 'only-victims', 'bully/victims', or 'not involved' in school and/or online. The results showed that symptoms of post-traumatic stress differ between boys and girls and according to their roles. For cyberbullying, the bully/victims and only victims reported higher post-traumatic stress symptoms. For school bullying, bully/victims and only bullies reported higher symptoms of stress, and girls overall have higher values of such symptoms. It was concluded that both school and cybe rbullying are risk factors for concurrent development of post-traumatic stress symptoms, differently affecting adolescents according to their role. The bully/victims both at school and online reported higher levels of post-traumatic stress, indicating that this is a high risk group that needs special attention and that school bullies, and only victims develop stress out of their behaviour and need to be targeted for prevention of worst health consequences, especially focusing on girls. [ABSTRACT FROM AUTHOR]

Investigates the prevalence of bullies and victims and the types and places of bullying in Italy. Prevalence of victimization; Bullying of students in middle schools.

The article presents a study on the parenting styles and personal characteristics of bullies and victims. For the study, researchers distributed a self-report questionnaire about bullying to 113 girls and 125 boys aged 11-14 years in a middle school located in Rome, Italy. They found that over half of the participants had bullied others in the previous three months and almost half had been victims. They also found that bullies have a tendency to be male who have low pro-social behaviour. Furthermore, victims tended to be women with low self-esteem.

Abstract The use of technology by children and adolescents to communicate has numerous advantages, but it is also associated with cyberbullying and cybervictimization. Risk and protective factors are numerous and interact with each and are important to reduce such behaviors. Among these factors, parental online involvement can reduce cyberbullying or cybervictimization. The parental role can be positive by actively supervising and monitoring online activities or by restricting what their children are doing. Monitoring, supervising or even controlling what their children do online will enable them to see and whether they are involved in some way in cyberbullying. This was the focus of our study. Parents can also control and then limit use of technology and online access. Both approaches are beneficial; however, controlling and limiting can make the child-parent relationship distant, with children not sharing their online problems, and parents not knowing what their children might be doing. This paper looks at the relationship of these online parental roles with adolescent's involvement in cyberbullying and cybervictimization, to help parents and adults in general, to equip them most efficiently to protect their children from avoidable harm and problems. A total of 4390 Italian adolescents aged 13–20 years completed a paper and pencil self-report questionnaire, with results indicating that risk factors for cyberbullying include being a boy, being older, and spending more hours online, as well as parental control of online activities which is a very broad concept but could facilitate parents be aware of whether their children are involved in cyberbullying or cybervictimization. Concerning cybervictimization, risk factors were being older, spending more hours online, and inadequate parental supervision. Differences emerged between boys and girls. Highlights • 1 boy in 3 is involved in cyberbullying and similarly in cybervictimization. • 1 girl in 4 is involved in cyberbullying and 1:3 in cybervictimization. • Half of the adolescents reported their parents not having any information or access to their online activities. • Cyberbullying boys reported almost three times more than cyberbullying girls' poor parental online supervision. and almost twice poorer parental control of online activities and social network supervision. • Cybervictim girls reported more than twice higher poor parental online supervision, boys reported twice poorer parental control of online activities and psocial network supervision. [ABSTRACT FROM AUTHOR]

Background . This article presents results from the evaluation of the Tabby Improved Prevention and Intervention Program (TIPIP) for cyberbullying and cybervictimization. TIPIP is theoretically designed to address cyberbullying and cybervictimization. It is the first program in this field developed combining the Ecological System Theory and the Threat Assessment Approach. Method . The Tabby Improved program was evaluated using an experimental design with 759 Italian students (aged 10⁻17 years) randomly allocated via their classes to either the Experimental or Control Group. Results . Repeated measures ANOVAs showed a significant decrease both in cyberbullying and cybervictimization among students who received the intervention with a follow-up period of six months. The program was more effective for boys than for girls. Conclusions . Because cyberbullying is a cruel problem negatively affecting those involved, validated interventions that prove their efficacy in reducing the problem using experimental designs should be widely tested and promoted, paying particular attention to implementing a program fully to increase and guarantee its effectiveness.