1. Anja Schultze-Krumbholz, Anne Siebenbrock & Herbert Scheithauer Unit of Developmental Science and Applied Developmental Psychology Department of Educational Science and Psychology DAPHNE III – Current status of the German team Meeting in Thessaloniki, June 20-21, 2011

2. 2 DAPHNE III timetable - Germany 1) Investigation of diffusion and characteristics of cyberbullying in schools 1.1 Revision and translation of questionnaireFinished 1.2 Contact with schools and permission from families and ethical authorities Finished 1.3 Collection of questionnairesIn progress (t3 in Fall 2011) 1.4 Coding and analysis of data in each countryIn progress and comparison among countriesTo-Do DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

3. 3 DAPHNE III timetable - Germany 2) Testing effective strategies of intervention in European schools and in contexts at risk 2.1 Application of the intervention in at least 3 [5] schools with small groups of students [12 classes + 7 classes], parents [indirectly] and teachers for each country Finished 2.2 Evaluation of the interventionPre/post data collected Analyses in progress and comparison among countriesTo-Do DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

4. 4 DAPHNE III timetable - Germany 3) Dissemination of the main outcomes 3.1 Books and pamphlets in each countryIn progress and nationalTo-Do and international articlesTo-Do 3.2 NationalTo-Do and international conferencesTo-Do DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

5. 5 Participants SchoolLong intervention (8-10 weeks) Short intervention (1 day) Control group 1124-129 218-46 3119-75 4-108120 5256469 TotalN = 286 (31.9 %) N = 172 (19.2 %) N = 439 (48.9 %) DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 -36 classes with 18 to 32 students each -51.3 % females, 46.7 % males, 2 % no information -93.3 % born in Germany

6. 6 Participants - Age Age11121314151617 %0.616.240.126.99.04.80.4 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 Grade78910 %29.844.716.57.1 - M = 13.45 years, SD = 1.07

7. 7 Measures Construct/ScaleReferenceNo. of items Socio-demographic informationDAPHNE Core Questionnaire5 Migrational backgroundDAPHNE Core Questionnaire [Klöckner, C.A., Beisenkamp, A. & Kuhlmann, U. (2005).] 4 Internet/Mobile phone useDAPHNE Core Questionnaire [Livingstone & Helsper, 2008] 2 Social Networking Sites Characteristics Fogel & Nehmad, 200912 Identity Information DisclosureStutzman, 20068 Traditional VictimisationDAPHNE Core Questionnaire7 Traditional Victimisation - Bystander DAPHNE Core Questionnaire1 CybervictimisationDAPHNE Core Questionnaire12 Cybervictimisation - BystanderDAPHNE Core Questionnaire1 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

8. 8 Measures Construct/ScaleReferenceNo. of items Characteristics of cybervictimisation incident DAPHNE Core Questionnaire6 Traditional BullyingDAPHNE Core Questionnaire7 CyberbullyingDAPHNE Core Questionnaire12 Characteristics of cyberbullying incident DAPHNE Core Questionnaire6 Descriptive normsDAPHNE Core Questionnaire [Lai, Ho, & Lam, 2004; Lazuras et al., 2009; Rivis & Sheeran, 2003] 4 Attitudes towards cyberbullyingAjzen, 19914 Group normSelf-developed1 Willingness to cyberbullyGibbons & Gerrard, 1995; Gibbons et al., 1998 4 Coping Cyberbullying BystanderAdaptation of DAPHNE II1 Coping Cyberbullying VictimAdaptation of DAPHNE II1 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

9. 9 Measures Construct/ScaleReferenceNo. of items Readiness to show empathyEmpathy Reactivity Instrument Volland et al., 2008 14 Readiness to show perspective- taking IRI; Davis, 19808 Self-esteemRosenberg, 1965; Fend et al., 19848 Psychosomatic symptomsGrob et al., 19918 School absenteeism due to illness1 LonelinessULS-8; Russell, 19968 Depressive tendenciesSchwarzer & Bäßler, 19996 Life satisfactionMittag, 19996 Enjoyment of lifeGrob et al., 19915 Class coherenceFreitag, 19985 Enjoyment of schoolSelf-developed1 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

10. 10 Measures Construct/ScaleReferenceNo. of items School ClimateDAPHNE Core Questionnaire [ISC-S; Brand et al., 2003] 31 Reactive and instrumental aggression Little et al., 2003; Gradinger et al., 200914 Sensation SeekingSlater, 20032 Subjective evaluation of intervention (t2) Self-developed14 - 31 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 -Further measures for teachers and parents, but return rates low -Teacher forms for process evaluation (treatment integrity/fidelity)

11. 11 Descriptive results – Media use DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 -Internet use is normally distributed -Mobile phone use is not normally distributed N = 883 N = 879

12. 12 Descriptive results – Bullying and Cyberbullying NeverOnce or twice Once or twice a month About once a week More than once a week Traditional victim 28.8% (253) 45.2% (397) 10.1% (89) 7.5% (66) 8.4% (74) Cybervictim55.3% (489) 32.1% (284) 4.8% (42) 2.1% (19) 5.7% (50) Traditional bully 34.1% (300) 44.5% (391) 9.3% (82) 3.8% (33) 8.3% (73) Cyberbully63.3% (551) 23.2% (202) 4.8% (42) 3.1% (27) 5.5% (48) DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 BystanderNoYes Traditional bullying43.0%57.0% Cyberbullying58.6%41.4%

13. 13 Most serious incident - Cybervictimisation DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 N = 150

14. 14 Characteristics of cybervictimisation incidents DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

15. 15 Most serious incident - Cyberbullying DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 N = 120

16. 16 Characteristics of cyberbullying incidents DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

17. 17 School climate – Factor structure ScaleItem F1 Safety F2 Teacher F3 Neg Peer F4 Rules F5 Cul Plur. F6 Pos Peer F7 Enjoymt. Teacher Support 1.664.399 5.652 11.671 14.517.403 16.758 18.786 Consistency and clarity of rules 2.356.550 6.691 8.685 12.494 15.750 Negative peer interactions 3.702 7.788 9.616 13.742 19.751 Positive peer interactions 4.696 10.637 17.771 20.838 21.765 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

18. 18 School climate – Factor structure DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 ScaleItem F1 Safety F2 Teacher F3 Neg Peer F4 Rules F5 Cul Plur. F6 Pos Peer F7 Enjoymt. Support for cultural pluralism 1.618 2.771 3.730 4.404.517 Safety problems 5.826 6.801 7.725 8.726 9.683 10.658 -Method: EFA, PCA, Varimax rotation (SPSS 19.0), loadings <.30 not included -Factor structure of original instrument replicated -1 additional factor: „enjoyment of classes/work in classes“ -To-do: Confirmatory Factor Analysis (Mplus 6) and comparisons across countries

19. 19 School climate – Preliminary results ScaleMean (1-5) SD Cronbach‘s  Teacher support2.780.71.84 Consistency and clarity of rules3.560.66.77 Negative peer interactions2.600.61.79 Positive peer interactions3.430.66.75 Support for cultural pluralism*2.970.62.67 Safety problems*1.310.54.86 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011 *answer categories: 1-4 -MANOVA for differences between intervention groups and control group at t1 -Teacher support: IG long < CG -Positive peer interactions: IG long < IG short, CG -Support for cultural pluralism: IG short < IG long, CG

20. 20 Outlook More analyses and results to come … DAPHNE III Meeting in Thessaloniki, June 20-21, 2011