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This paper addresses the lack of conceptual and theoretical consensus around cyber-bullying and problems associated with over-reliance on mainstream criminological thinking to explain this phenomenon.

The paper offers a critical criminological perspective on cyber-bullying encouraging scholars to engage with fundamental complications associated with the relationship between late-modernity, neo-liberalism and cyber-bullying. It argues for an approach that contextualizes cyber-bullying within the realities and consequences of late-modernity and neo-liberalism.

The paper argues that a robust understanding of cyber-bullying entails contextualization of the problem in terms of the realities of consumption, individualism, youth identity formation and incivility in late modern society.

In addition to challenging extant theoretical approaches to cyber-bullying, the paper has important implications for intervention that surpass the limitations of law and order policies which tend to focus on criminalizing poorly understood bad behaviour or indicting internet technologies themselves.

Although media and research accounts of cyber bullying suggest this misbehavior is localized primarily among middle school students, and that its frequency decreases with age, this chapter presents empirical data showing that cyber bullying occurs with considerable frequency among college students across multiple domains of life, specifically school and work. In Study 1, 28 male and 82 female undergraduate students completed a survey examining their online activities as well as their experiences with cyber bullying. Over 30% of the participants indicated that their first experience with cyber bullying was in college. No gender differences were observed with regard to victimization or perpetration, except with online gaming where males reported a higher rate of victimization than females. With regard to personality differences among victims and perpetrators, victims were lower in agreeableness than non-victims. Study 2 examined the prevalence of cyber bullying among 107 college students at work, as well as the negative outcomes linked to the experience of workplace cyber bullying. Nearly a third of the college student sample reported having been the target of cyber bullying within the past six months. Individuals in jobs in which the Internet is essential and racial minorities reported higher rates of cyber bullying at work. Additionally, cyber bullying was positively linked to several negative emotions, as well as burnout and job search effort. These findings have important implications not only for potential negative outcomes that college students may be facing at school and at work but also for organizational justice issues, as differential treatment at work can lead to lawsuits and other negative work outcomes.

Cyber-bullying is a form of harassment that is perpetrated using electronic media. The practice has become increasingly common especially with the growing ubiquity of social media platforms. Most cyber-bullying cases inevitably occur on Facebook because it is the most preferred social media platform. However, little is known about cyber-bullying research in Kenya. This paper aims to analyse the quantity, quality, visibility and authorship trends of scholarly publications on cyber-bullying from and/or about Kenya.

This study was conducted as a systematic literature review. A meta-analysis approach was used. Bibliometrics approaches were used to conduct the analysis. Data on the publications was collected from Google Scholar using Harzing's “Publish or Perish” software and then analysed and presented using Microsoft Excel, Notepad and VOSviewer.

The study yielded 359 research publications on cyber-bullying in Kenya. There was a gradual increment in the number of publications, peaking in 2018. Nearly half of the publications have not been cited indicating low uptake of research on cyber-bullying in Kenya. It also emerged that most of the research has been published on subscription channels thereby restricting their visibility, access and use. Minimal collaboration in research on cyber-bullying in Kenya was also observed since 67.4% of the publications were written by a single (one) author. The authors conclude that the quantity, quality and visibility of research on cyber-bullying in Kenya is low.

This is an empirical study. The findings can be used to promote and mainstream research on cyber-bullying in Kenya.

The purpose of this paper is to explore the acts that constitute cyber‐bullying and to see how from a lay concept these acts are classified.

Data were gathered using two groups of participants (two Australian participants and three British participants may posit different cultural views). The first set of data was generated through cyber‐bullying element extraction from cyber‐bullying literature and interviews were conducted with five college students (three from the United Kingdom and two from Australia). The second set was generated through open ended demonstration of internet negative acts such as sending unwanted messages, rude images, threats and malicious messages in a scenario classification questionnaire. This involved the recruitment of 114 first year undergraduate psychology students in the United Kingdom. The scenario questionnaire measured participants' categorisation of internet negative acts from a lay perspective. Participants' perceptions of cyber‐bullying were examined through grounded theory and thematic narratives to see how these findings differ from literature in the cyber‐bullying arena.

Emerging theory indicates the need to treat cyber‐bullying as a standalone entity without the confounding role that the more traditional concept of bullying plays in cyber bullying definitions. Additionally, internet negative acts, irrespective of their terminological classifications, were perceived as immoral and anti‐social. Suggestions were made to aid practitioners' to implement interventions against cyber‐bullying.

Participant numbers at stage one were limited. Thus, it is suggested future replication(s) of this study employ(s) a larger number of participants so as to ascertain the generalisability of findings. It is also suggested that potential future studies should employ quantitative analyses to further triangulate the findings of the current study.

The strength of the present study lies in its rich qualitative triangulation, as well as its focus on exploring elements that constitute cyber‐bullying from a lay perspective.

The purpose of this paper is to determine the awareness levels of teachers with regard to cyber bullying. In line with this purpose, the extent of awareness levels of teachers in general, regarding the issue of personal cyber security in their daily lives and the precautions that can be taken in this context have been measured.

Survey method is used in this study. The participants of this research were 184 teachers working at various provinces in Turkey during 2012-2013 academic year. A scale was used in this study.

The findings of the study reveal that the teachers in the sample group of the study have an average level of awareness on cyber bullying, in general. According to the findings of the study, based on branch, gender and frequency of internet use, there are statistically significant differences among teachers’ awareness levels on cyber bullying.

The data collection tool used for the study is a self-report scale and it is restricted to determining the awareness levels of teachers with respect to personal cyber security within the context of cyber bullying awareness and the precautions that need to be taken in this respect.

The data obtained from the study, the authors have conducted, can contribute to updating in-service and pre-service educational contents developed for teachers and prospective teachers, by providing insight for the policy makers.

It is believed that this research will contribute to the literature. On the other hand, this study will guide the policy makers/implementers in Turkey, as well.

Recent reports in the news media indicates a vast majority of children are connected to the Internet and the World Wide Web. As more children connect online, they bring their behaviors that were once principally face-to-face, to the Internet. This chapter is concerned with online aggression, specifically school age bullying. Children's capacity to bully their peers is growing because of increased use of electronic and wireless information communication technologies. Anonymity provides a venue to engage in risky cyber-bullying for today's children. Schools district need to be aware of the dangers and psychological effects of cyber-bullying.

Describes the role of HR in addressing traditional bullying and cyber-bullying at the workplace.

Explains how organizations can design policy guidelines to tackle the issue of bullying and, thereby, help every employee to contribute to his or her best ability.

Argues that the proliferation of electronic communication has made cyber-bullying rampant in workplaces and has devastating effects on some employees.

Advances the view that creating a zero-tolerance policy against bullying, using technological help, conducting structured interviews, providing an employee-sensitization program, crafting effective job design and, from time to time, taking employees’ opinion can go a long way in ensuring a safe workplace for all.

Shows that bullying in any form is a social menace both for employees and the organization, and it needs to be nipped in the bud.

Provides insights into how organizations can effectively address the issue of bullying at the workplace.

Cyber-bullying is a form of cyber-crime that has been propagated through extensive use of social networking sites (SNS). Despite the implementation of sophisticated security measures and government compliances, privacy intrusion is petrifying. Therefore, the purpose of this paper attempts to explore as follows: why cases of bullying are still snowballing year after year? Is it possible that advances in security measures are making users more vulnerable? Or, is it a social media addiction, which is making users vulnerable to cyberbullying?

The proposed research framework is grounded in the technology threat avoidance theory (TTAT). An empirical survey of 365 social media users was analysed using structural equation modelling (SEM) to understand the impact of security measures, voluntary self-disclosure (VSD) and addiction on perceived vulnerability (PV) to cyber-bullying.

The findings indicate that security measures play a significant role in propelling users to disclose their personal information voluntarily, which, in turn, results in social media addiction, which further exposes users to cyberbullying. Moreover, the study unravels gender differences in perceived vulnerabilities to cyberbullying.

The findings of the current research contribute to a better understanding of gender differences in the awareness of security measures, addiction intensities, level of self-disclosures and propensity to cyberbullying victimization. Additionally, prevention and intervention efforts may benefit from using a more targeted approach to identify potential male and female victims that experience different forms of bullying on SNS.

In addition to other constructs, the current research investigates the role of user security measures (USM) and website security measures (WSM) on the PV to cyberbullying, typically, the role of these measures is to prevent the users from becoming the victims, whereas the research unravels that they could be the possible reasons for the increased number of cases in India. To the best of the knowledge, such conflicting roles of security measures have not been discussed earlier.