Cyber bullying among children with neurodevelopmental disorders: A systematic review. Issue 1 (28th February 2019)

• Record Type: Journal Article
• Authors: Beckman, Linda; Hellström, Lisa; von Kobyletzki, Laura
• Is Part Of: Scandinavian journal of psychology. Volume 61:Issue 1(2020)
• Page Start: 54
• Page End: 67
• Publication Date: 2019-02-28
• Subjects: Children and adolescents -- cyber bullying -- neurodevelopmental disorders -- systematic review; Psychology -- Periodicals; 150
• DOI: 10.1111/sjop.12525
• Languages: English
• ISSNs: 0036-5564

Abstract

Abstract : Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both ("bully‐victims") among students with ND in a school setting and in need of special education. The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched including a manual search of reference lists, until February 24, 2018. Eight studies conducted in Europe, North America, the Middle East, and Australia were included reporting a prevalence of cyber‐victimization among students with ND of 0%–41%, a prevalence of cyber‐perpetration of 0%–16.7%, and a prevalence of bully‐victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses.