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Children who grow up with loving and attentive parents grow up more resilient. But at what point does love and attention go too far?

Introduction Research studies [https://www.beyondblue.org.au/media/statistics] indicate that half of all lifelong mental health problems begin before the age of 14 years of age, with 75% of issues beginning before the age of 25. In 2015 report: • 13.9% of school-aged children met the criteria for a diagnosis of a mental disorder; • 6.9% of children and young people suffered from an anxiety disorder; • 19.9% of all young people had high or very high levels of psychological distress; and • suicide rates among young people are at the highest they’ve been for over a decade, with suicide responsible for one-third of all deaths of young people aged 14-25 years. According to Beyond Blue [https://www.beyondblue.org.au/about-us/about-our-work/youthbeyondblue] adolescence is a particularly critical time for mental health with around 550,000 young people leaving school and entering into early adulthood experiencing depression and/or anxiety.

This chapter presents what we currently know about prevention and intervention strategies for cyberbullying. It starts with the controversial topic of what behaviours actually constitute cyberbullying. The three positions to date are that cyberbullying is a fourth form of bullying, or that cyberbullying is different from traditional bullying because of the medium, or that cyberbullying cannot be disaggregated from cyber aggression. The history, prevalence, and consequences of cyberbullying are then presented as they relate to the programmes which attempt to reduce its incidence. Five different programme types to address cyberbullying are then presented with the evidence of their effectiveness to date. The common elements of these programmes, the issues with the programmes themselves and their implementation are discussed. Finally, some other strategies to reduce cyberbullying and what needs to be done in the future are presented.

The Australian Universities Anti-bullying Research Alliance (AUARA) is an internationally recognised group of educators, psychologists, academics, lawyers and researchers in the fields of aggression, bullying and school violence, and the mental health and wellbeing of young people. AUARA is a collaboration which aims to improve the outcomes of young people in Australia by leading, contributing to, and drawing from the national and international research evidence-base. AUARA’s mission is to reduce the negative impacts of bullying involvement on young people.

Background: The significant psychosocial harms from bullying among adolescents create major challenges for mental health promotion programs and services in schools. While the negative consequences of bullying victimisation are well known, to date there is scarce empirical analysis of inverse associations, in which mental health problems make children more vulnerable to bullying victimisation and perpetration. Based on a short-term longitudinal study among adolescents in Vietnam, this study examined reciprocal associations between children's depressive symptoms, psychological distress, suicidal ideation and bullying victimisation experiences (i.e., victims or bully-victims). Methods: Secondary and high school students (n = 1167; age range: 11-16 years old; 55% female) in urban areas in northern Vietnam completed two self-administered questionnaires, 6-months apart in the academic year 2014-2015. Measures estimated bullying victimisation and perpetration in the past 6 months, depressive symptoms, psychological distress, and suicidal ideation. A cross-lagged analysis was performed to test the reciprocal associations. Results: About one-third of students in the sample were involved as victims, bullies or bully-victims at both times, with more males than females reporting these experiences. Females reported a higher level of depressive symptoms than males at Time 1 but not at Time 2. After adjusting for outcome variables and other covariates measured at Time 1, nine of 12 cross-lagged associations across three models were statistically significant, with different patterns for females and males. There were reciprocal associations between bullying victimisation and mental health problems. Bullying victimisation was shown as an independent predictor of subsequent mental health problems; in turn, mental health problems preceded students' experience of becoming victims or bully-victims. Females with mental health problems were more likely to be victims; whereas similarly d

Reducing Cyberbullying in Schools: International Evidence-Based Best Practices provides an accessible blend of academic rigor and practical application for mental health professionals, school administrators and educators, giving them a vital tool in stemming the problem of cyberbullying in school settings. It features a variety of international, evidence-based programs that can be practically implemented into any school setting. In addition, the book looks at a broad array of strategies, such as what can be learned from traditional bullying programs, technological solutions, policy and legal solutions, and more.

Cyberbullying Synonyms ebullying, electronic bullying, technological bullying Definition Cyberbullying is a behavior conducted through technological means with an intention to hurt, is usually repeated and where there is an imbalance of power in the relationship.

Bullying is a repeated abuse of power to harm others. All forms of bullying are social relationship problems which are deeply embedded in society. Within much of the current Western-based literature, bullying has often been considered from an individual student standpoint, of the role taken by the perpetrator, victim, bully-victim or bystander. However, we know from the research bullying is relational: it starts in childhood, peaks in the transition to secondary school, continues through university and apprenticeships and extends to the workplace. To fully understand bullying therefore, we argue that it is important to examine the society and culture in which bullying occurs. In this chapter, we turn our attention to India and discuss societal and cultural conditions in relation to bullying. We utilise various cultural theories to develop a framework of normative cultural expectations. At the macro-level of culture, Hofstede’s value dimensions provide understanding of risk and the factors mitigating bullying. We also deploy Holliday’s ‘small’ culture theory to gain insights into the norms at work at the micro-levels of power within the social relations of gender, caste, family and age. We conclude by discussing the power relations embedded in cultural practices and their implications for school bullying in India.

There is no disagreement that cyberbullying is a serious global problem, and that strategies to combat the problem are sorely needed. Without evidenced-based interventions readily available, practitioners are left to their own devices to create programs, sometimes in collaboration with researchers. In this book, we have provided the most current information available on efforts to reduce cyberbullying in schools. The reader will notice that the strength of the evidence of effectiveness varies among the programs, but all at least show preliminary findings that hold promise. Readers will need to weigh the results of these evaluations with care, and note whether the context for the interventions will make it possible to adapt the program for their own setting. For example, in some countries, students remain together as a class throughout the day, while in others, secondary students change classes (and classmates) multiple times each day. This means that programs based on a cohort will be difficult to apply where classes are not as cohesive.

Although there is now a sizable body of research on many aspects of cyberbullying, what is missing is investigations of promising programs designed to reduce it. This book is an attempt to remedy that deficit and provide readers with information about programs that have at least preliminary evidence of efficacy or effectiveness. While the study of the motivations, mechanisms, and dynamics of cyberbullying is ongoing, we want to bring attention here to successful efforts to do something about the problem. We also want to be sure that adults have accurate information about cyberbullying. Adults often think that there is an epidemic of cyberbullying and believe it is more common than data show it to be. In fact, cyberbullying occurs much less frequently than traditional forms. Furthermore, adults may also mistakenly believe the students are more upset by incidents of cyberbullying than students report being.

For a school to write an anti-bullying policy seems a common sense first step to reduce all forms of bullying. While established practice in a school could be transmitted orally, with school communities being increasingly mobile, both with new intakes of students each year as well as staff changes, it would seem sensible to write down guidelines about both prevention and intervention of bullying. We know the negative consequences for everybody involved in bullying, for the student who is victimised, for the student who perpetrates the bullying, for students who are both victims and perpetrators, for the bystanders and for parents and staff at the school...

Today’s young people have integrated the online world into their everyday reality and schools have generally accepted the importance of technology in the education process. However, there has been limited use in schools of technology to counsel young people, although early indications suggest that school counsellors may be prepared to offer synchronous online counselling if they were supported by school principals. The aim of this study was to investigate Australian secondary school principals’ views about using an online format for counselling in schools. There were 33 principals who participated and they indicated technological competency and acknowledged the benefits of using technology in the counselling process. The principals were generally supportive of the provision of online school counselling, although their major concern was the need for more counsellors and the impact on the workload of current counselling staff. A few principals, however, were unconvinced about offering online counselling and had a fundamental preference for face-to-face communication experiences for students. Strategies for facilitating the acceptance of online counselling by principals and guiding implementation in schools are proposed.

Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC attending inclusive schools and 490 students without ASC. Twenty vignettes were used from (Campbell et al. 2017a), based on the Olweus (1999) definition of bullying and verified by a Delphi technique. In the majority of traditional bullying and cyberbullying vignettes, students with ASC made more accurate responses than inaccurate ones and demonstrated higher accuracy rates than students without ASC. Findings of linear multiple regression analyses pointed out ASC status as a predictive variable for understanding both types of bullying, along with students' age for understanding cyberbullying. The findings highlight the ability rather than inability to understand bullying in students with ASC. It is therefore critical to include the voices and experiences of students with ASC in our research endeavour.

The prevalence, impact on mental health and coping of bullying victimisation in university students identifying as non-heterosexual, was compared with their heterosexual peers. University students were surveyed on bullying experiences within the past 12-months, their mental health, and use of coping strategies. Demographic information identified gender, age and sexual orientation. Results indicated that 14.3% of students reported victimisation, and that students aged 24 -35, and those that identified as non-heterosexual reported higher rates of victimisation. No gender differences were found. Bullied students scored significantly higher on depression, anxiety and stress scores than non-bullied students. Comparisons of mental health scores and coping strategies of non-heterosexual and heterosexual bullied students found no significant differences, indicating both groups are equally impacted, and equally utilise adaptive and maladaptive strategies to manage the victimisation. Implications for tertiary institutions include identification of effective coping resources for diverse university student populations. Limitations and recommendations for future research are considered.

Highlights - Career development of young people with refugee backgrounds is complex. - Life-career stories of pre-, across and post-migration journey impact the process. - Different voices interact and are influential in their career development. - Their migration experiences continually reshape anticipated future directions. - Narrative storytelling may be useful with these young people. Abstract Understanding the complex process of career development of young people with refugee backgrounds, who resettle in developed countries after experiencing prolonged migration journeys, is a contemporary priority at a time when the highest number of people in recorded history is in urgent need of resettlement. Moving towards anticipated futures and access to appropriate work could be challenging for these young people after resettlement, considering the effects of protracted displacement that might have silenced their agency. To propose new ways of assisting young people with refugee backgrounds with such challenges, further research that increases knowledge about their career development is needed. The current research aimed to enhance understandings of the career development of young people with refugee backgrounds through culturally and contextually sensitive exploration of their career stories. Using a qualitative exploratory multiple case study method informed by narrative inquiry, qualitative data were generated through interviews and analyzed using a voice-centred relational method. Each participant's unique career story reflected the operation of various voices, relationships, social structures and dominant narratives, influential in reshaping their future career plans. Findings revealed that narrative inquiry fostered rich storytelling for young people with refugee backgrounds. These findings suggest that narrative career counseling could assist them to re-contextualize their skills, strengths, knowledge and career plans after resettlement. Through such re-con