Doi:
10.18537/mskn.13.02.03
Review
paper
A
systematic literature review on bullying and cyberbullying models, programs,
and intervention strategies
Una revisión sistemática de la literatura acerca de
modelos, programas y estrategias de intervención sobre el acoso y el cibera=
coso
Santiago
Marín-Balcázar1
Michelle-Pr=
iscila
Guachichullca-Guamán2
=
1 Universidad de
Cuenca, Facultad de Psicología, Ecuador, steevens.marin@ucuenca.edu.ec
ABSTRACT
Bullying and cyberbullyi=
ng
represent common social problems among children and adolescents around the
world. This problem is characterized by the intention to hurt someone
physically or emotionally. Cyberbullying is harassing someone over the
internet. Multiple programs, strategies, and intervention models have been
proposed to combat this problem. In this study, a systematic review of the =
literature
on the state of research on bullying and cyberbullying intervention models,
programs, and strategies was conducted using the Kitch=
enham
methodology. The research is based on the identification of 262 research
articles in the field of bullying and cyberbullying in the digital database=
s Redalyc, Pubmed, and SCOP=
US, from
which 83 papers were selected for analysis.
Keywords: Bullying,
cyberbullying, prevention models, intervention, programs, children and
teenagers.
=
RESUMEN
=
El
acoso y el ciberacoso representan problemas sociales comunes entre los niño=
s y
adolescentes de todo el mundo. Este problema se caracteriza por la intenció=
n de
herir a alguien física o emocionalmente. El ciberacoso consiste en acosar a
alguien a través de Internet. Se han propuesto múltiples programas, estrate=
gias
y modelos de intervención para combatir este problema. En este estudio se
realizó una revisión bibliográfica sistemática sobre el estado de la
investigación de los modelos, programas y estrategias de intervención para =
el bullying y el ciberbullying utilizando la metodología=
de Kitchenham. La investigación se basa en la identifica=
ción
de 262 artículos de investigación en el campo del bull=
ying
y el ciberbullying en las bases de datos digitales Redalyc, Pubmed
y SCOPUS, de los cuales se seleccionaron 83 trabajos para su análisis.
=
Palabras
clave: Bullying,
ciberbullying, modelos de prevención, intervención, programas, niños y
adolescentes.
Re=
ception
date: September 17, 2022 - Acceptance date: October 6, 2022
1. INTRODUCTION
Bullying represents a common social problem in child and
teens either in school or in social life, which worldwide generates interest
from government and medical entities. Bullying has been studied since 1970 =
by
Olweus. He defined bullying as the act of exposing a person, repeatedly and
over time, to negative actions from one or more individuals (Olweus, 1994).
This term got popularized in the 1990s due to the increase in bullying
behaviors (Barrio et al., 2008; Menin et al., 2021).
Bullying is characterized by
intentionality and an imbalance of power between the victim and the aggress=
or, whereby intentionality refers =
to
the premeditated or deliberated desire, to harm another (Olweus, 2013).
Moreover, imbalance of power refers to the power asymmetry between the vict=
im
and the harasser, which makes it difficult for the person being harmed to
defend themselves (Olweus, 1994). T=
he
internet expansion and its increased use among young people shifted this ty=
pe
of violence to the web. This phenomenon has been named cyberbullying. It is
been defined as the act of intentionally harassing someone through electron=
ic
devices, by means of insults, threats, or jokes (Zych,
Ortega, & Marín, 2016). The aim of this article is to develop a
systematic review of the literature to determine the status of research on
bullying and cyberbullying. Some compilations of the conducted research wil=
l be
presented in this article.
Bullying and
cyberbullying effects
Like any other
type of violence, bullying can have adverse effects on the health, physical,
psychological, and social of the individual such as depression, suicidal
ideation, and anxiety, among other mental health problems (Garaigordobil
et al., 2019). According to Patchin &=
; Hinduya (2010) being exposed to bullying harms adoles=
cent
development. Other consequences may include losing motivation of going to
school, a decline in academic performance, low self-esteem, sadness, and fe=
ar
(de Oliveira Pimentel, della Méa,
& Dapieve Patias,
2020). In particular, cyberbullying affects the victim, such as decreased
immunity, stress, impaired attention or memory, insomnia, or loss of appeti=
te (Mikhaylovsky et al., 2019). In particular, peer
violence affects sociability at the interpersonal level with family and cou=
ples
because the individual loses confidence (Hamm et al., 2015).
Prevalence of bullying in Ecuador
Studies in Ecuador indicate that 3 out of 5 students suffer bullying=
( Pública et
al., 2015). Statistics show t=
hat
the regions with the highest presence of bullying are the Coast (61%) and t=
he
Amazon (64%), while the Sierra has 56%. The study highlights verbal and
psychological violence as the most common. Shephard, Ordóñez, & Mora Oleas (2015) conducted a study in Cuenca, Ecuador, which consisted of two questio=
nnaires
applied to the victim and the bully, and the teachers to collect their
perceptions of the school climate. The study concluded that 885 students fr=
om
the second to the ninth year of General Basic Education from a sample of ov=
er
9% of adolescents suffer from school violence, showing the main importance =
of
verbal and physical aggression. Furthermore, the study evidenced an increas=
e in
bullying from 6.4% in 2012 to 10.6% and 9.1% in two educational institution=
s in
the city in 2015 (Shephard et al.,
2015). The study highlight=
ed
that the manifestations of bullying can be verbal (e.g., insults, name-call=
ing,
teasing) and physical (e.g., hitting, pushing, stealing other people's
belongings). Likewise, the study describes some places where these types of=
situations
are generated, such as classrooms and the playground, when students' percep=
tion
of the school and family climate remains favorable.
Background
Lucena
(2004, cited in Monelo=
s, 2015) classifies bullying
intervention programs into punitive and educational or preventive. The first
one refers to those programs that use punitive measures for the elimination=
of
aggressive behavior, the second one includes those programs whose objective=
is the
improvement of the school climate. The strategies used for the
intervention process can be categorized into those aimed at changing school
organization, teacher training, classroom strategies, and specific strategies =
for
working on cases of peer violence (Rey & Ortega, 2001).
=
Important
intervening models in the case of bullying
=
a) Constructive coexistence model to prevent violence
The progr=
ams
included in this model refer to prevention actions that help students learn
more about bullying.
=
Against
violence, educate for peace
The proje=
ct
"Against violence, let's educate for peace" (Ortega Salazar, Ramí=
rez Mocarro, & Castelán C=
edillo,
2005), developed in Mexico, aims to make children capable of solving proble=
ms
peacefully. Therefore, it is necessary for them to learn to have adequate
control over their emotions and to develop critical thinking skills, so they
are able to make reasoned decisions, based on equity and cooperation. Sports
activities have also been encouraged to promote self-esteem, coexistence, a=
nd
good discipline (Ortega Salazar et al., 2005).
=
Values
formation program
This is a values training program implemented in Mexico, =
to
enable children to appreciate the benefits of peaceful coexistence. Through=
the
subject "For a culture of legality" (Ortega
Salazar et al., 2005), the program aims contri=
bute
to harmonious coexistence, the importance of respect for the legality, and =
the
scope of individual freedom. In addition, it contributes to increasing the
values of democracy and ethical citizen participation, while contributing to
the formation of future citizens.
=
b) Networking and community work model
Into
the scope of bullying, a negative action is defined as when someone
intentionally inflicts or tries to inflict harm or discomfort on another (Olweus, 1973). Education is a
task that involves many people, both from the educational center and from
outside it; that is why it is especially important that all of them are well
coordinated to work cooperatively and achieve the same goal. It is important
that citizens, associations, and different agents of non-professional entit=
ies
are also involved in the community task (Viguer=
&
Avià, 2009).
There
are programs, used worldwide, which are based on this model and have a wide
theoretical background to support it, for example:
=
Kiva prog=
ram in
Finland
KiVa is the a=
cronym
for Kiusaamista Vastaan
(against bullying). It is a program to prevent and deal with bullying in
schools that has been developed at the University of Turku (Finland), with
funding from the Ministry of Education and Culture (Em=
bajada
Finlandia & Instituto Iberoamericano de
Finlandia, n.d.).
KiVa was launched in 2007 and is
already used in 90% of Finnish schools and has been exported to a dozen
countries, including the Netherlands, the United Kingdom, France, Belgium,
Italy, Estonia, Sweden, and the United States, and its
effectiveness has been demonstrated in a large randomized controlled trial<=
/span> (Embaja=
da
Finlandia & Instituto Iberoamericana de
Finlandia, n.d.). As part of the program, students, in three stages (7, 10,=
and
13 years old) attend classes in which they learn to recognize different for=
ms
of bullying and perform exercises to improve coexistence. Each school that adopts this system has a team of teachers, who take
action when a case of bullying is reported. Further, all the teachers in the
school are alert to possible conflicts and notify the KiVa team to take
action.
The KiVa program consists of 10 lessons (2 sessions of 45
minutes) and assignments that are carried out over the course of an academic
year. Students of specific ages or grades have lessons once or twice a month
and each lesson consist of discussions about bullying and respecting others.
Group work is discussed, and various exercises and group work are done. The
lessons and topics are complemented by a KiVa v=
ideo
game through which students enter a virtual school to practice anti-bullying
measures and receive feedback on their actions. It is also possible to acce=
ss
video games from home. The a=
im of
the classroom sessions is to educate students about their role in preventing
and stopping bullying. Instead of silently condoning bullying or encouraging
bullies, children learn to support victimized peers and, in doing so, convey
the message that they do not condone the act. By developing a shared sense =
of
responsibility, it is possible to change the group norms and end bullying.<=
/span>
=
The ABC M=
odel
This prog=
ram
was created and implemented in 2004 by Mona O'Moore.
It is applied in many primary schools throughout Ireland and involves speci=
alized
training of some teachers, as well as the community and people who indirect=
ly
are active in the school (traffic wardens, bus drivers, etc.). The adaptati=
on
of the curriculum is reflected in the incorporation of two compulsory subje=
cts
in which bullying is addressed: Personal and social health education and ci=
vic,
social and political education (Rosario Ortega, 2010, p. 233). The program =
focuses
on social education and the staff is trained in strategies such as Canter's
assertive discipline approach; Merrett and Wheldall's<=
/span>
positive teaching approach; and Rogers' whole-school approach to behavior
management (Abelló et al., 2014, p. 23).=
=
The TEI (=
peer
tutoring) program
González (2015, p. 24) expl=
ains
that "TEI is a coexistence program for the prevention of violence and
bullying, it is institutional and involves the entire educational
community". In addition, the objective is to improve school integratio=
n,
work for an inclusive and non-violent school, and encourage more satisfacto=
ry
peer relationships, aimed at improving or modifying the climate and culture=
of
the school with respect to coexistence, conflict, and violence of any kind.=
=
c) Prevention model focusing on emotions: the social and affective meth=
od
The program created by Trianes
(1996) seeks to promote, through the curriculum and
daily coexistence, effective prevention of violent behavior and aggression
towards students and teachers or objects. Considering that, in primary
education, the objective is to prevent, educating broadly social and emotio=
nal
skills and competencies through effective procedures, avoiding those
socioemotional conflicts that become entrenched, both in terms of individual
students and in terms of the environment or atmosphere of the center. The
program is based on the following assumptions:
- Educates social and emotional
competence, for which we work on reflective thinking for interpersonal prob=
lem
solving, to curb impulsivity and teach a reflective style of coping with
interpersonal problems. Emotional awareness is key here for social
relationships. Practicing this style is working on negotiation, as a respon=
se
to situations of conflict of interests, assertiveness, response to situatio=
ns
of violation of one's own needs, and as an alternative to the aggressive
response.
- Educates social participation,
involvement in the progress of the class, and feelings of belonging. Work f=
or a
classroom climate of acceptance, and easy and spontaneous communication, in
which there are bonds of affection among the students, all of which contrib=
ute
to making the group feel stronger and more motivated. Particularly, reflect=
ion,
discussion, and personal involvement in defining and following the class ru=
les
related to coexistence are sought.
- Promotes help and cooperation in
cooperative work groups. This form of organization of schoolwork increases =
the
interdependence of the students who are members of the group, the probabili=
ty
of conflict resolution and cooperation, facilitates communication, arouses
reciprocal help, induces feelings of mutual trust, and increases agreement =
and
responsibility among those who cooperate. It is considered a suitable
intervention strategy to prevent interpersonal problems of aggression, soci=
al
exclusion, racism, or isolation.
2. THE SYSTEMATIC LITERATURE =
REVIEW
A systematic literature review is a rigorous process that
allows the evaluation and interpretation of the current state of research o=
n a
specific topic. It starts from the research question and uses a reliable and
auditable methodology (Cedillo et al., 201=
8). A systematic review encompasses 3 phases: i) planning, ii) conducting, and iii) reporting, acco=
rding
to the methodology established by Barbara Kitchenham
(2004).
=
2.1. Planning the review
The plann=
ing of
the review consists of the establishment of the steps that will be executed.
The research questions and sub-questions are established, followed by the
search strategy and finally the quality assessment. In total, the planning =
has
a total of 6 steps: i) defining the research
questions and sub-research questions, ii) defining the search strategy, iii)
selection of primary studies, iv) quality assessment, v) data extraction
strategy, and vi) selecting the synthesis methods.
=
Research
question: For this study the following research question was
selected: "What strategies, models, intervention programs have been
developed to combat bullying and cyberbullying?"
=
Research
sub-questions: The prop=
osed
research sub-questions were: RQ1: What programs, interventions, or preventi=
on
models are used for the intervention process?; RQ2: What strategies are use=
d to
intervene in bullying and cyberbullying?; RQ3: What are the characteristics=
of
bullies, victims, and bystanders of bullying and cyberbullying?; RQ4: What =
are
the risk and protective factors of bullying and cyberbullying?; RQ5: What a=
re
the digital platforms on which cyberbullying goes viral?; and RQ6: What is =
the
current state of research in this area?
=
Data sour=
ce and
search strategy: The following digital libraries were selected for the
automatic search: Redalyc, Pubmed,
SCOPUS, and IEEEXplore. In addition, the most
relevant journals, books, and proceedings of conferences on the subject were
selected for the manual search.
=
Manual se=
arch:<=
/i> The documents related to existing
models, programs, strategies, and interventions not found in the automatic
search but that are relevant to the research were selected from relevant bo=
oks,
journals, and proceedings of conferences on bullying and cyberbullying.
=
Automatic
search: For the
automatic search, keywords were evaluated and chosen to access more relevant
and efficient information on the research topic. The keywords were selected
according to the criteria and prior knowledge of the authors about bullying=
and
psychological intervention. Several search strings were performed with
different combinations of words and connectors. Finally, the search string
shown in Table 1 was chosen.
=
Search Pe=
riod:<=
/i> <=
span
style=3D'font-size:12.0pt;mso-fareast-font-family:"Times New Roman";mso-bid=
i-font-family:
"Times New Roman";mso-fareast-language:NL-BE'>The first research on peer
violence dates to the 1960s in Sweden under the term "mobbing"
Extraction criteria:<=
/i> To answe=
r the
research sub-questions, we defined extraction criteria as depicted in Table=
2.
1)&n=
bsp;
Selection of primary studies:
Each paper
derived from the automatic or manual search was analyzed by the authors to
decide whether to include it. The title, abstract, and keywords were consid=
ered
for inclusion or exclusion. When a discrepancy in the inclusion of a study,=
it
was resolved by consensus between the authors.
Studies that meet at least one of t=
he
following criteria were included:
· Studies presenting information of bullying and cyberbullying.
· Studies presenting psychological intervention on bullying and
cyberbullying.
· Studies presenting research on bullying and cyberbullying on educati=
on.
· Studies presenting information on bullying and cyberbullying in chil=
dren
and adolescents.
Studies that met at least one of the
following exclusion criteria were excluded:
· Studies that do not deal with bullying or cyberbullying.
· Articles about bullying in institutions other than schools or high
schools.
· Studies on grooming and other types of harassment.
· Introductory papers for short papers, books, and workshops.
· Duplicate reports of the same study in different sources.
· Short papers with less than five pages.
· Articles that are not written in English or Spanish.
2)&n=
bsp;
Quality assessment
The quality of=
the
selected articles was assessed using a three-point Likert scale questionnai=
re
consisting of two bullying related questions and two non-subject questions,
respectively (Table 3):
· The study presents questions about models and
interventions in bullying and cyberbullying.
·
The
study presents questions about the programs of bullying and cyberbullying in
education.
· The study has been published in a relevant journal=
or
conference.
· Other authors have cited the study.
Table 1.<=
/span> Search s=
tring.
Table 2. Extraction criteria.
Table 3.<=
/span> Results =
of
evaluation of citation.
=
2.2. Conducting the review
Appl=
ication
of a search string on the consulted digital libraries permitted the selecti=
on
of 262 articles. This number was reduced to a manageable number of 83
papers using a search substring. Table 4 shows the number of selected and
included articles per consulted digital library, including the articles
identified by the manual search.
Table 4.<=
/span> Number of
papers accepted.
=
3. =
DISCUSSION
The syste=
matic
conducted review of bullying and cyberbullying yielded the following result=
s:
a)&n=
bsp;
There are three main models of intervention in
bullying and cyberbullying: 1) a constructive coexistence model to prevent
violence, which has two programs against violence: educating for peace and =
the
values training program; 2) a networking and community model consisting of =
the KiVa program in Finland, the ABC model, and the TEI (=
peer
tutoring) program; 3) a prevention model focused on emotions which have a
social and affective component [9, 11, 21, 26]. The latter model refers to =
how
emotional and social competencies could help victims to avoid bullying and
cyberbullying (Zych & Ortega, 2021). This s=
ection
of the systematic review tried to explain the importance of those and other
models of bullying and cyberbullying.
b)&n=
bsp;
In the systematic
review of the literature two strategies are highlighted, among them are soc=
ial
skills in which through interpersonal skills and abilities the professional
helps people immersed in this situation to cope better. Likewise, coping
strategies are the effort used to reduce or tolerate the demands that occur=
in
a stressful situation [48]. Some of the responses that are generated are
blocking the aggressor, asking for help, or even confronting the aggressor =
(Giménez-Gua=
ldo,
Arnaiz-Sánchez, & Cerezo-Ramírez, 2018).
c)&n=
bsp;
Similarly, the traits that emerge most clearly in =
the
systematic literature review are the psychological, social, and personality
traits that can be influential, as there are those who commit cyberbullying,
others who are victims of violence, and those who watch from a distance [24,
57, 63].
Figure 1
shows that there are 13 studies on the coping strategies (EC4) that are
implemented when a person suffers from bullying and that is one of the main
characteristics of those who are involved in the psychological part (EC5). =
On
the other hand, in this figure, the community work and network model (EC2) =
have
4 works that also talk about the psychology (EC5) of people. This model uses
the psychological part as the axis in its research. Risk factors are the characteristics or
circumstances that favor the probability of a social problem occurring. On =
the
contrary, protective factors are those that reduce the probability. Figure 2
shows that there is more mention of risk factors for bullying and cyberbull=
ying
(abscissa axis, first quadrant) than protective factors (abscissa axis, sec=
ond
quadrant) compared to intervention models or perspectives (ordinate axis).
The risk factors that victims and aggressors of bullying =
and
cyberbullying may present are divided into personal or individual, social,
technological, economic, and other risk factors. Regarding personal or
individual risk factors, 55 studies have been found that refer to physical
appearance, 19 studies refer to personality traits and 21 studies to
psychological state.
For victims, personal factors include personality traits =
such
as shyness [7], and introversion [36], with low social adaptation [49]. Wit=
hin
the physical characteristics one study mentions that body weight implies a =
risk
factor for victimization [36], another mentions that victims are people
considered "ugly" [54], and people with mental disorders are most=
ly
victims [21]. For perpetrators, some studies mention personality traits rel=
ated
to aggressiveness, antisocial behaviors, and impulsivity [43, 54, 19, 34, 9=
].
Two studies indicate that aggressiveness is mostly present in men [54, 34].=
In
addition, perpetrators show little sensitivity or empathy towards the victi=
ms
[80]. One study mentions that perpetrators are people with a high degree of
anxiety and isolation [52], and one study relates traits of psychopathy and
moral disconnection with the perpetration of bullying [19].
Among the=
risk
factors related to the emotional state of the victims a paper [7] suggests =
that
this is related to low levels of self-esteem [7], while another study states
that the latter occurs mostly in girls [49]. Further, this factor can also =
be
an indication of the aggressors [49], in addition to the lack of
self-confidence [54]. Aggressors may have feelings of jealousy or envy [55]=
and
loneliness [81]. Regarding s=
ocial
risk factors, it is mentioned that the victim is usually perceived as infer=
ior
[55], even one study mentions that alcohol consumption is related to
victimization [18], while other studies mention that substance abuse is rel=
ated
to aggressors [7, 43], and victims show a lower facility to make friends [4=
3].
On their side, aggressors may have the need to be accepted by their peers [=
49],
which may be related to immersion in antisocial groups [36], feelings of
superiority [55], and exclusion behaviour [43].=
The
social context may reinforce aggressive behaviour if
it is accepted by peers [49].
Speaking of technological risks, several studies mention =
that
the greater the frequency of internet or ICT use, the greater the risk of b=
eing
involved in cyberbullying behaviors [1, 4, 8, 21, 34, 43]. One study attrib=
ute
it to the probability of victimization [21], and other associates it to both
roles: victims and aggressors [8], likewise,
Figure 1.=
Comparis=
on
between EC5 (characteristics), EC4 (strategies), and EC2 (prevention models=
).
Figure 2. Comparison between EC3 (intervention models =
or
perspectives), EC6 (protective factors), and EC7 (risk factors).
Figure 3.=
Comparison between =
EC8
(digital platforms), EC3 (prevention models or perspectives), and EC4
(strategies).
computer and internet skills and knowledge can predict the
perpetration of cyberbullying [1]. In addition, the sense of impunity that
anonymity can provide when perpetrating cyberbullying behaviors can influen=
ce
aggressors [1, 18, 19, 54]. In addition to this, the availability of cell
phones and computers and access to the Internet are found to be predictors =
of
cyberbullying [52], the latter may be related to economic factors [43]. It =
is
mentioned that an earlier start in the use of the Internet may be a risk of
becoming a victim or aggressor [4, 43]. Economic risk factors for cyberbull=
ying
are related to the access of electronic devices and the Internet [52]. Low
socioeconomic status can be a reason for being a victim of bullying [43, 55=
].
Another study mentions that socio-economic status is related to bullies [43=
].
One study found no significant differences in terms of living situations in
groups involved and not involved in cyberbullying [18]. Other authors menti=
on
that parental unemployment is associated with an increased risk of
cyberbullying [2].
Regarding
gender, numerous studies mention that boys are usually more involved in
bullying or cyberbullying behaviors than girls [4, 6, 7, 19, 27, 36], and w=
omen
have been mostly positioned as victims [2, 7, 21, 36, 54]. The risk
characteristics for educational institutions focus on those who did not have
teacher supervision or who did not have a bullying prevention program [3, 9,
27, 49]. With regard to age, one study states that the frequency of
cyberbullying increases with age [7]. Another mentions that there is a high=
er
prevalence between 11 and 14 years [6].
In the reviewed articles there is hardly any si=
gnificant or
profound mention of the protective factors for bullying and cyberbullying, =
as
compared to the risk factors. They are mostly mentioned in a general way and
without distinctions. Among these factors, we find those related to persona=
l characteristics
such as emotional intelligence, emotional competence skills, empathy, and
emotional control skills [21, 80, 81]. When talking about schools, there is
evidence that those schools that have an anti-bullying program have a better
school climate [1, 3, 18, 21, 43, 49] and that teachers involved in the care
and supervision of students also improve the school climate [2, 55]. Among =
the
technological protection factors are the regulated use of ICTs, supervision=
of
the use of electronic devices, as well as avoiding giving cell phones to mi=
nors
[1, 52]. Within the other category, we found a relevant mention of family
protective factors, these being good relationships and communication between
parents and children and an authoritative parenting style, psychoeducation,=
and
awareness of bullying among parents [2, 8, 20, 21, 43].
With the advent of the Internet and technolog=
ical
progress, it is easier to communicate and stay connected with each other,
however, the increase and unsupervised use of the Internet and ICT can lead=
to
problems such as cyberbullying [5, 36, 52, 53, 82, 83]. It is important for=
the
intervention processes to know in which digital platforms cyberbullying is =
most
perpetrated, as this will provide the possibility to address the problem mo=
re effectively.
In Figure 3 we can see that the mention of the use of digital media (ordina=
te
axis) compared to strategies (abscissa axis, first quadrant) and prevention
models (abscissa axis, second quadrant) is relatively low compared to the
number of selected articles.
Cyberbull=
ying
can go viral through the internet by means of emails, forums, instant text
messages, social networks, chats, online games, virtual communities, and bl=
ogs
[2, 4, 5, 6, 8, 13, 24, 25, 34, 36, 42, 46, 53, 54]. A study on the prevale=
nce
and effects of cyberbullying mentions that among the common platforms for
cyberbullying are blogs, Twitter, and social networking sites [7]. Other
mentions that social networks and Messenger or chat rooms are the most comm=
on
media [52]. Regarding social=
networks,
one article mentions that Facebook and Instagram are the most popular among
teenagers, followed by WhatsApp, Snapchat, and Twitter, and among the least popu=
lar
is Messenger [25]. Another study mentions that Facebook, Twitter, Instagram,
and Snapchat tend to be the apps with the highest frequency of cyberbullying
and that it rarely occurs on Pinterest [13]. However, a study conducted with
parents mentions that Facebook may not be attractive to minors but that ins=
tant
messaging the means is to perpetrate cyberbullying [2]. Garaigordobil
et al. (2019) also mentions that the most chosen means of communicat=
ion
for cyberbullying is instant messaging [54]. In a study on the problematic =
uses
of ICTs, WhatsApp is said to be the most used application in cyberbullying
[52]. Those who use Snapchat or Tumblr are more likely to become victims [2=
5].
In relation to video games, it is mentioned that addiction to online games
increases the probability of becoming an aggressor [8], while others state =
that
the most used digital devices for cyberbullying are the use of cell phones =
and
computers [4, 42, 52, 54, 82, 83]. One specific study mentions that
cybervictimization by computer is more prolonged [52].
5.<=
/b> Conclusions
This study
presented a systematic review of the literature on bullying and cyberbullyi=
ng
applying Kitchenham's methodology, in which the
following three stages are proposed: i) plannin=
g of
the review, the design of the review protocol, and the evaluation of the
planning; ii) development of the review consisting of the search and select=
ion
of the primary studies that would be useful for the review, as well as the
extraction and synthesis of data, and iii) publication of the results. The
literature included was collected from 1973 onwards since in that year rese=
arch
papers on bullying appeared for the first time in the scientific literature=
and
a few years later emerged the intervention models with their respective
programs whose main objective is to prevent bullying and cyberbullying and
improve the school environment. These models are focused on the student
population of schools and colleges which is where bullying and cyberbullying
are a common phenomenon. As illustrated in this literature review-based res=
earch
was the field of bullying and cyberbullying widely addressed. However, it
remains an area that further needs to be studied to improve the quality of
children and adolescents.
Acknowledgements
This work is part of an internship and social community program, and =
we
would like to thank the GIIT group of the University of Cuenca for their
support.
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