Fran Thompson

Goldsmiths University of London

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Peter K. Smith

Goldsmiths University of London

Antonella Brighi

Free University of Bozen-Bolzano

Annalisa Guarini

University of Bologna

Rosario Ortega Ruiz

University of Córdoba

Anja Schultze‐Krumbholz

Technische Universität Berlin

José A. Casas

Cordoba University

Neil Tippett

University of South Australia

María Luisa Genta

University of Bologna

Joaquín A. Mora-Merchán

Universidad de Sevilla

Vassilis Barkoukis

Aristotle University of Thessaloniki

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National Cancer Institute

National Institutes of Health

University College London

University of London

University of Waterloo

University of Córdoba

Office of Dietary Supplements

Goldsmiths University of London

Imperial College London

University of South Australia

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Actions to prevent bullying in western countries

Cambridge University Press eBooks (2016)

Peter K. Smith Fran Thompson Wendy Craig Irene K. Hong Phillip T. Slee

10.1017/cbo9781139410878.018

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Citations (13)

High resolution proton magnetic resonance spectroscopy of cyst fluids from patients with polycystic kidney disease

Biochimica et Biophysica Acta (BBA) - Molecular Basis of Disease (1992)

P.J.D. Foxall Richard Price Judith K. Jones G. H. Nield Fran Thompson

Isoleucine

10.1016/0925-4439(92)90008-b

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Citations (38)

Training, Implementation, and Potential of a Cybermentoring Scheme in Six EU Countries

Journal of Psychologists and Counsellors in Schools (2019)

Peter K. Smith Fran Thompson John Jessel Andrea Kožuchová Irene Ferreira

Abstract Cybermentoring refers to virtual peer support in which young people themselves are trained as cybermentors and interact with those needing help and advice (cybermentees) online. This article describes the training in, and implementation of, a cross-national cybermentoring scheme, Beatbullying Europe, developed in the United Kingdom. It involved train-the-trainer workshops for partners and life mentors in six European countries (Italy, Spain, Portugal, Romania, Poland and the Czech Republic) in 2013–2014, followed by training sessions for pupil cybermentors aged 11–16 years. Although BeatBullying went into liquidation in November 2014, the project was largely completed. We (1) report an evaluation of the training of the life mentors and mentors, via questionnaire survey; and (2) discuss findings about the implementation of the scheme and its potential at a cross-national level, via partner interviews during and at the end of the project. The training was found to be highly rated in all respects, and in all six countries involved. The overall consensus from the data available is that there was a positive impact for the schools and professionals involved; some challenges encountered are discussed. The BeatBullying Europe project, despite being unfinished, was promising, and a similar approach deserves further support and evaluation in the future.

Trainer

Computer-assisted web interviewing

10.1017/jgc.2019.11

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The Emotional Impact of Bullying and Cyberbullying on Victims: A European Cross‐National Study

Aggressive Behavior (2012)

Rosario Ortega Ruiz Paz Elipe Joaquín A. Mora-Merchán María Luisa Genta Antonella Brighi

Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, I taly (N = 1,964), S pain (N = 1,671), and E ngland (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying. Aggr. Behav. 38:342‐356, 2012. © 2012 Wiley Periodicals, Inc.

Mobile phone

10.1002/ab.21440

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Citations (333)

European Cyberbullying Intervention Project Questionnaire--Spanish Version

PsycTESTS Dataset (2015)

Rosario Del Rey José A. Casas Rosario Ortega Ruiz Anja Schultze‐Krumbholz Herbert Scheithauer

10.1037/t66196-000

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Policing the Irish conflict and culture in Bytown, 1835-1837.

Fran Thompson

10.20381/ruor-14353

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A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data From Six European Countries

Journal of School Violence (2014)

Anja Schultze‐Krumbholz Kristin Göbel Herbert Scheithauer Antonella Brighi Annalisa Guarini

AbstractIn recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.KEYWORDS: cybervictimizationcyberbullyingbullyinglatent class analysiscross-national dataclassification ACKNOWLEDGMENTSThe authors thank Martin Schultze for his help in preparing the figures.

Cyber bullying

10.1080/15388220.2014.961067

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Citations (103)

Issues in Cross-National Comparisons and the Meaning of Words for Bullying in Different Languages

Cambridge University Press eBooks (2018)

Peter K. Smith Fran Thompson Adam Rutland Alice Jones Suresh Sundaram

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

Content (measure theory)

10.1017/9781316987384.005

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Citations (3)

Self‐Esteem and Loneliness in Relation to Cyberbullying in Three European Countries

Antonella Brighi Giannino Melotti Annalisa Guarini María Luisa Genta Rosario Ortega Ruiz

This chapter contains sections titled: Bullying in Traditional and Virtual Contexts Loneliness and Self-Esteem in Victims Aims of This Study Method Loneliness and Self-Esteem in Victims of Traditional Bullying Discussion References

10.1002/9781119954484.ch3

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Citations (90)

Deceleration Trauma to the Heart and Great Vessels after Road-traffic Accidents

BMJ (1970)

Michael Goggin Fran Thompson J. W. Jackson

Four young men involved in high-speed car crashes developed cardiovascular trauma. Two patients had aortic aneurysms, one rupture of the mitral valve, and one ventricular septal defect; successful surgical correction was undertaken in all. The importance of considering the possibility of cardiovascular trauma in these circumstances is emphasized, and x-ray films (repeated if necessary) should be taken even when there are no external signs of trauma.

10.1136/bmj.2.5712.767

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Citations (21)