School Bullying and Cyberbullying Update on Theoretical Models and Effective Interventions of Health Promotion

Abstract

Bullying represents a social problem, widely diffuse in the school age. Amost 10% of young people at school is involved in bullying behavior, and up to 25% report victimization. Although a trend in decreasing prevalence is generally observed in the transition across school levels, the impact of bullying in social relationships and in mental health is dramatic. Several forms of bullying are possible, and different explanatory models have been proposed for accounting to this phenomenon. An accreditate model gives importance to social roles beyond bully and victim (i.e., bystanders, victim defensor and bully supporter), but also to the dynamics in the whole social circle (vicious circle of bullying). Cyberbullying is an increasing phenomenon, in which aggressive behaviors are catalyzed by anonymity and amplified by digital means. Cyberbullying shares some features with traditional bullying, but it represents a diverse, unique entity. This mini-review aimed to be an updated narrative report of the current theoretical and explanatory models of bullying and cyberbullying, with references to social psychology and health psychology. Lastly, some intervention models of health promotion to reduce bullying and cyberbullying are discussed, with particular emphasis on peer education.