Parent-Child Communication to Prevent Cyberbullying: Perspective Taking, Parental Monitoring, and Rule-Negotiation

• In Event: Shaping Early Adolescents’ Digital Media Use: Diversity in Philosophies, Approaches, and Links with Psychosocial Outcomes

Abstract

Experiences of cyberbullying are linked to depressive symptoms, anxiety, suicidal ideation, and psychosomatic complaints (Kim et al., 2018; Kowalski & Limber, 2013). In 2017, 14.9% of high school students reported being bullied online during the past year (Centers for Disease Control and Prevention, 2017). Parents may not be aware of their child’s victimization, in part because youth can easily hide cyberbullying from parents, making it a potentially imperceptible risk factor (Cassidy et al., 2012; Slonje et al., 2013). Thus, proactive parenting strategies are key to lowering the probability of cyberbullying risk and minimizing the associated undesirable outcomes for children (Elsaesser et al., 2017; Low & Espelage, 2014). For example, teaching effective coping strategies to pre-teens (e.g., having an open dialogue; seeking out social support) minimizes risks associated with cyberbullying victimization and perpetration (Bradbury et al., 2018; Machmutow et al., 2012). Little is known, however, about the ways parents engage with their children around cyberbullying. In the current qualitative study, we seek to identify strategies parents view as effective tools to combat cyberbullying victimization and perpetration.

Parents of 4-6th graders (N=26; see Table 1) participated in seven focus groups, with two to five parents in each group. Application of stratified sampling methods ensured representation from diverse racial and ethnic backgrounds. Recruitment methods included dissemination of study flyers to seven middle schools and six elementary schools, study posters (online and hard copies), and study information via school communication systems and social media. After deidentifying the recordings, trained undergraduate and graduate students transcribed the focus group data. Following this process, initial coding of transcripts and notes were conducted in NVivo 12 Plus. Using pattern coding (Gläser & Laudel, 2013), we identified themes and categorized them to highlight patterns of action and interrelationships. A thematic analysis using a quasi-deductive approach was conducted based on coding schema by three independent researchers who met regularly to discuss coding decisions and to ensure inter-rater reliability (Braun & Clarke, 2012).

Both parenting process and parent-child communication themes emerged. Parents thought about their child’s development and attempted to prevent potential long-term damage of cyberbullying. One parent said, “Ultimately, you know I’m going protect him for as long as I can and hopefully instill in him what he needs to move forward happy and healthy and with minimal imprint of bullying as possible.” Results also demonstrated that parents value communication as a tool for preventing cyberbullying victimization and perpetration (see Table 2). Three specific communication themes emerged: 1) Parents worked with their pre-adolescent and early adolescent children to help them develop perspective taking when cyberbullying victimization or perpetration occurred; 2) Parental monitoring included paying attention to what their children were doing and setting limits, though parents reported feeling overwhelmed by technology; 3) Rule-negotiation included parents discussing screen limits with their child, even as their kids questioned or challenged rules. Findings will inform the development of social emotional learning enhancements for a parent-based prevention program to target bullying and cyberbullying and improve youth mental health outcomes.

Authors

• Jennifer L. Doty, University of Florida
  Presenting Author

• Emily L. Helfrich, University of Florida
  Non-Presenting Author

• Yi-Wen Su, California State University, East Bay
  Non-Presenting Author

• Jacqlyn L. Yourell, University of Florida
  Non-Presenting Author

• Joy Gabrielli, University of Florida
  Non-Presenting Author