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This chapter provides some findings from the Blurred Lives Project, funded under the Erasmus+ scheme within the EU. This project aimed to investigate cyberbullying in schools among young people (age range 14–16 years old) in Northern Ireland, England, Germany, Italy, and the Netherlands. The young people came from lower socioeconomic backgrounds. In the first phase a survey was given to a minimum of 400 participants from schools in each country. The second phase aimed to provide accessible, up-to-date resources for teachers, pupils, and parent/carers, and make important recommendations to social networking providers. In each country, two classes were selected out of the schools that participated in the survey. Two procedures were then used to enable pupil voice: sequential focus groups (SFGs) and quality circles (QCs). The SFG sessions were carried out at three separate points; (1) before QCs, reflecting on the survey findings, and (2) and (3) after the QCs, reflecting on what the latter had produced. The QC sessions involved two classes from each country meeting for at least seven sessions. The task for the QCs was to design resources for pupils, what would be helpful for parents to know, how teachers could better equip pupils for using the internet, and recommendations for social network providers. In this chapter we will discuss the experience of carrying out SFGs and QCs with pupils from socioeconomically disadvantaged backgrounds, the challenges and difficulties faced, and recommendations for similar work in the future. We will also discuss the feedback from the young people themselves about the process of being involved in this way. The resources produced will be going on the Project website. We will evaluate the extent to which giving pupils power to design the resources themselves was appreciated by them, and the extent to which this led to new ideas and insights. The strengths and limitations to this kind of approach will be discussed.

Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Welcome to this resource designed for social networking providers by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-econ omic disadvantage. The Blurred Lives Project focuses on the online experiences of 14-16 year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents/carers and social networking providers. The two-year project (2017-2019) is funded by Erasmus+ under KA2 Strategic Partnerships for School Education, and is led by a team of international experts with a wealth of experience of addressing bullying in schools: Dr Noel Purdy, Stranmillis University College, Belfast, Northern Ireland; Prof Peter K. Smith, Goldsmiths, University of London, England; Prof. Dr. Herbert Scheithauer, Freie Universität Berlin, Germany; Prof Antonella Brighi/Dr Consuelo Mameli, University of Bologna, Italy; and Dr. Trijntje Völlink, Open University of the Netherlands.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country, and explored pupils’ online access and negative experiences. Pupils were first invited to provide background demographic information and to detail the nature and extent of their regular online activity. They were then asked to describe a nasty or unpleasant online experience that had happened to them personally over the past couple of months, to indicate who they had reported it to (if anyone) and what happened as a result. They were also asked to describe a nasty online experience that had happened to someone else the y know well, and to describe anything nast y or unpleasant that they had done themselves to someone online over the past couple of months. Finally, the survey invited the young people to provide suggestions as to how teachers, parents/carers and friends could help more.The second phase aimed to provide up-to-date resources for teachers, pupils and parent/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups and Quality Circles, carried out intensively with two classes of 14-16 year old pupils in each country. The first Sequential Focus Group was used to present some of the findings of the survey and to explore pupils’ online experiences in more qualitative detail. There followed a series of Quality Circles where pupils worked in groups with experienced facilitators to create original resources for particular audiences: teachers, pupils, parents/carers and social networking providers. The number and length of each session varied between schools and countries, depending on school timetables and availability of time. However, in each case pupils were encouraged and empowered to work together (often outside normal friendship groups) with a common purpose to design appropriate and targeted guidance and/or resources, and to share their resources with others in their class or year group. The resulting resources comprise a rich variety of formats including posters, leaflets, videos, comic strips and presentations. The final two Sequential Focus Groups provided an opportunity for the pupils to provide feedback on the first dr aft of the resources (after which minor revisions could be made) and on their experiences of participating in the Quality Circles.

Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Welcome to this resource designed for pupils by young people across Europe as part of the Blurred Lives Project - a cross-national, co-participatory exploration of cyberbullying, young people and socio-economic disadvantage. The Blurred Lives Project focused on the online experiences of 14-16-year olds in schools in disadvantaged urban areas in Northern Ireland, England, Germany, Italy and the Netherlands and aims to facilitate pupil voice through the creation of resources for teachers, pupils, parents and social networking providers.The Blurred Lives Project is the first project in Europe to use a co-participatory approach and to initiate pupil-led development of resources based on what these pupils experience, how they define cyberbullying, and what they think interventions should look like.In the first phase of the project an online survey was completed by around 500 pupils in 5+ schools in each country and explored pupils’ online access and negative experiences. The second phase aimed to provide up-to-date resources for teachers, pupils and parents/carers, and make important recommendations to Social Networking Providers, building on ideas from the pupils themselves. This was done through a combination of Sequential Focus Groups, and Quality Circles, carried out intensively with two classes of 14-16-year-old pupils in each country (237 pupils in total).

Cyberbullying perpetration (CBP) and problematic Internet use (PIU) are the most studied risky online activities for adolescents in the current generation. However, few studies have investigated the relationship between CBP and PIU. Still lacking is a clear understanding of common or differentiated risk and protective pathways for adolescents interacting in the cyber world. The aim of this study was to understand the role of individual (emotional symptoms) and environmental variables (parental monitoring) underpinning both CBP and PIU, with time spent online as a mediator of these factors. Furthermore, we investigated gender and school level differences in these dynamics. A questionnaire was filled in by 3,602 students from Italian Lower Secondary Schools and Upper Secondary Schools. Structural equation modeling was used to test the effects of emotional symptoms and parental monitoring on CBP and PIU mediated by time spent online, controlling for school level. In addition, the model was implemented for girls and boys, respectively. Negative emotional symptoms and low levels of parental monitoring were risk factors for both CBP and PIU, and their effect was mediated by the time spent online. In addition, parental monitoring highlighted the strongest total effect on both CBP and PIU. Risk and protective pathways were similar in girls and boys across Lower Secondary and Upper Secondary Schools, although there were some slight differences. CBP and PIU are the outcomes of an interplay between risk factors in the individual and environmental systems. The results highlight the need to design interventions to reduce emotional symptoms among adolescents, to support parental monitoring, and to regulate the time spent online by adolescents in order to prevent risky online activities.

The identification and treatment of neonatal pain are still problematic, despite the evidence that neonates feel pain and that early exposure can influence later development in the processing of nociceptive stimuli. The aims of this work were to review the crucial steps that led to recognize neonatal pain, to provide an insight into the development of the nociceptive path-ways and to present issues regarding short- and long-term effects, pain assessment and treatment.

The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples’ voices in research and interventions against cyberbullying.