Herbert Scheithauer

TL;DR: In this article, a revised version of the Bully/Victim Questionnaire was given to 2,086 fifth-tenth grader students from schools in two German federal states.

TL;DR: In this paper, the authors examine students' perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perceived criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany.

TL;DR: Descriptive frequencies showed a more ambiguous role for exclusion as a form of cyberbullying, but general support was given to the relevance of the two dimensions across all the types of behavior.

TL;DR: An instrument, the European Cyberbullying Intervention Project Questionnaire, which has been structurally validated in a wide sample from six different countries and that is useful to evaluate psycho-educative interventions against cyberbullying is provided.

TL;DR: In this article, a lack of studies on risk and protective factors for cyberbullying is identified, which can be attributed to the fact that traditional bullies are able to process social information very accurately and can use it to their advantage.