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 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 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 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 Participants SchoolLong intervention (8-10 weeks) Short intervention (1 day) Control group TotalN = 286 (31.9 %) N = 172 (19.2 %) N = 439 (48.9 %) DAPHNE III Meeting in Thessaloniki, June 20-21, classes with 18 to 32 students each % females, 46.7 % males, 2 % no information % born in Germany

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

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, Identity Information DisclosureStutzman, 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 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, Group normSelf-developed1 Willingness to cyberbullyGibbons & Gerrard, 1995; Gibbons et al., Coping Cyberbullying BystanderAdaptation of DAPHNE II1 Coping Cyberbullying VictimAdaptation of DAPHNE II1 DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

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

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., Sensation SeekingSlater, Subjective evaluation of intervention (t2) Self-developed DAPHNE III Meeting in Thessaloniki, June 20-21, Further measures for teachers and parents, but return rates low -Teacher forms for process evaluation (treatment integrity/fidelity)

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

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

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

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

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

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 Consistency and clarity of rules Negative peer interactions Positive peer interactions DAPHNE III Meeting in Thessaloniki, June 20-21, 2011

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 Safety problems 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 School climate – Preliminary results ScaleMean (1-5) SD Cronbach‘s  Teacher support Consistency and clarity of rules Negative peer interactions Positive peer interactions Support for cultural pluralism* Safety problems* 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 Outlook More analyses and results to come … DAPHNE III Meeting in Thessaloniki, June 20-21, 2011