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Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Author

Listed:
  • Consuelo Mameli

    (Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, 40126 Bologna, Italy)

  • Laura Menabò

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy)

  • Antonella Brighi

    (Faculty of Education, Free University of Bolzano, 39042 Bolzano, Italy)

  • Damiano Menin

    (Department of Humanities, University of Ferrara, 44121 Ferrara, Italy)

  • Catherine Culbert

    (Department of Psychology, Goldsmiths, University of London, London SE14 6NW, UK)

  • Jayne Hamilton

    (School of Social Sciences, Education and Social Work, Queen’s University, Belfast BT7 1PS, UK)

  • Herbert Scheithauer

    (Department of Education and Psychology, Freie Universität Berlin, 14195 Berlin, Germany)

  • Peter K. Smith

    (Department of Psychology, Goldsmiths, University of London, London SE14 6NW, UK)

  • Trijntje Völlink

    (Department of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands)

  • Roy A. Willems

    (Department of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands)

  • Noel Purdy

    (Centre for Research in Educational Underachievement, Stranmillis University College, Belfast BT9 5DY, UK)

  • Annalisa Guarini

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy)

Abstract

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.

Suggested Citation

  • Consuelo Mameli & Laura Menabò & Antonella Brighi & Damiano Menin & Catherine Culbert & Jayne Hamilton & Herbert Scheithauer & Peter K. Smith & Trijntje Völlink & Roy A. Willems & Noel Purdy & Annalis, 2022. "Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying," IJERPH, MDPI, vol. 19(14), pages 1-21, July.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:14:p:8776-:d:866304
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    References listed on IDEAS

    as
    1. Pedro Miguel González Moreno & Héctor del Castillo & Daniel Abril-López, 2021. "Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications," Social Sciences, MDPI, vol. 10(6), pages 1-15, June.
    2. Rafael Pichel & Mairéad Foody & James O’Higgins Norman & Sandra Feijóo & Jesús Varela & Antonio Rial, 2021. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?," Sustainability, MDPI, vol. 13(15), pages 1-11, July.
    3. Antonella Brighi & Consuelo Mameli & Damiano Menin & Annalisa Guarini & Francesca Carpani & Phillip T. Slee, 2019. "Coping with Cybervictimization: The Role of Direct Confrontation and Resilience on Adolescent Wellbeing," IJERPH, MDPI, vol. 16(24), pages 1-10, December.
    4. Annalisa Guarini & Damiano Menin & Laura Menabò & Antonella Brighi, 2019. "RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying," IJERPH, MDPI, vol. 16(6), pages 1-14, March.
    5. Lazuras, Lambros & Barkoukis, Vassilis & Tsorbatzoudis, Haralambos, 2017. "Face-to-face bullying and cyberbullying in adolescents: Trans-contextual effects and role overlap," Technology in Society, Elsevier, vol. 48(C), pages 97-101.
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