Cyberbullying Perpetration and Victimization: A Life-Course Perspective on Intervention Effectiveness in the United States (2003-2019)

• In Event: Cybercrime Prevention and Education: Interdisciplinary Approaches to Digital Safety and Security

Abstract

Cyberbullying remains a criminological and public health issue, especially among the youth. Because cyberbullying is continuous and frequently anonymous, it has detrimental psychological and social effects that make effective intervention very important. This study uses a developmental and life course (DLC) perspective to assess the effectiveness of cyberbullying interventions. The study evaluates the effects of intervention characteristics; length, fidelity, and type on cyberbullying victimization and perpetration using a dataset of 428 school-based intervention programs from ICPSR implemented in the United States between 2003 and 2019. Growth curve modeling (GCM) and multilevel logistic regression in R statistical software were used in the study to determine that victimization rates were considerably reduced by longer interventions and those with high implementation fidelity. Specifically, universal intervention rather than targeted approaches is more successful in schools with comprehensive digital literacy programs. The results of the interventions are also impacted by socioeconomic and gender disparities, underscoring the importance of tailored approaches. This research contributes to the policy discourse by supporting multi-stakeholder, integrated intervention approaches that incorporate community resources, schools, and families. Future research should examine cultural variables, shifting social media trends, and digital literacy.

Author

• Gifty Yaa Asiamah, Temple University