This art icle was downloaded by: [ Const ant inos M. Kokkinos]
On: 19 April 2013, At : 11: 10
Publisher: Rout ledge
I nform a Lt d Regist ered in England and Wales Regist ered Num ber: 1072954 Regist ered
office: Mort im er House, 37- 41 Mort im er St reet , London W1T 3JH, UK
International Journal of Adolescence
and Youth
Publicat ion det ails, including inst ruct ions for aut hors and
subscript ion informat ion:
ht t p:/ / www.t andfonline.com/ loi/ rady20
A review of research on cyber-bullying
in Greece
a
Nafsika Ant oniadou & Const ant inos M. Kokkinos
a
a
Depart ment of Primary Educat ion, Democrit us Universit y of
Thrace, N. Hili, Alexandroupoli, GR, 68100, Greece
Version of record first published: 19 Apr 2013.
To cite this article: Nafsika Ant oniadou & Const ant inos M. Kokkinos (2013): A review of
research on cyber-bullying in Greece, Int ernat ional Journal of Adolescence and Yout h,
DOI:10.1080/ 02673843.2013.778207
To link to this article: ht t p:/ / dx.doi.org/ 10.1080/ 02673843.2013.778207
PLEASE SCROLL DOWN FOR ARTI CLE
Full t erm s and condit ions of use: ht t p: / / www.t andfonline.com / page/ t erm s- andcondit ions
This art icle m ay be used for research, t eaching, and privat e st udy purposes. Any
subst ant ial or syst em at ic reproduct ion, redist ribut ion, reselling, loan, sub- licensing,
syst em at ic supply, or dist ribut ion in any form t o anyone is expressly forbidden.
The publisher does not give any warrant y express or im plied or m ake any represent at ion
t hat t he cont ent s will be com plet e or accurat e or up t o dat e. The accuracy of any
inst ruct ions, form ulae, and drug doses should be independent ly verified wit h prim ary
sources. The publisher shall not be liable for any loss, act ions, claim s, proceedings,
dem and, or cost s or dam ages what soever or howsoever caused arising direct ly or
indirect ly in connect ion wit h or arising out of t he use of t his m at erial.
International Journal of Adolescence and Youth, 2013
http://dx.doi.org/10.1080/02673843.2013.778207
A review of research on cyber-bullying in Greece
Nafsika Antoniadou and Constantinos M. Kokkinos*
Department of Primary Education, Democritus University of Thrace, N. Hili, Alexandroupoli, GR
68100, Greece
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
(Received 14 December 2012; final version received 18 February 2013)
Cyber-bullying is a recently emerging type of violence, which has gained significant
media and research attention. Although research across Europe and the USA has been
extensive, in Greece it is sparse and at an elementary level. This paper aimed at
reviewing existing research literature on cyber-bullying experiences with Greek
subjects. The bibliographical research carried out for this purpose yielded studies
conducted between 2005 and 2012. Findings illustrate that to date, most evidence
regarding cyber-bullying in Greece is drawn from European-level research projects
which mainly provide statistics regarding the prevalence of the phenomenon, but give
little information regarding its correlates, while most of the few national studies are
conducted with small, non-nationwide samples or have not been published in scholarly
papers. In conclusion, cyber-bullying research seems to be at a premature level in
Greece, but it is a global issue that sooner or later should be systematically addressed.
Keywords: cyber-bullying; Greece; online victimisation; Internet; aggression
Introduction
School bullying has been receiving increased scientific attention during the last decade, a
rise that could be accredited to its arguably damaging potential effects on an individual and
school community level (Olweus & Limber, 1999). Bullying is described as a hostile and
proactive type of aggression, characterised by repetition and willful pain infliction (either
direct or indirect) to the victim, who is perceived as lower in power status compared to the
perpetrator (Elinoff, Chafouleas, & Sassu, 2004). Empirical data have suggested that
school bullying exists in all countries regardless the cultural, political and religious
backgrounds (Berger, 2007). Relatively recently, the phenomenon has emerged with a new
form, cyber-bullying, which concerns the use of Information Communications
Technologies (ICTs), a landmark of the twenty-first century that has undeniably affected
youth’s social interactions and behaviour. According to researchers, cyber-bullying refers
to bullying and harassment of others by means of new electronic technologies, primarily
mobile phones and the Internet (Smith, Mahdavi, Carvalho, & Tippett, 2006). It is
considered to be a form of traditional bullying, on the grounds that it is characterised by the
same core criteria (intention to hurt the victim, unprovoked action, repetition over time,
power imbalance between the bully and the victim) (e.g. Olweus, 1993), but serious doubts
have been expressed regarding the criteria of repetition and power imbalance. The actions
of cyber-bullying can be either direct (i.e. virus sending in order to cause property damage
to the victim, persistent name-calling, threats, insults) or indirect (i.e. identity theft and
*Corresponding author. Email: kkokkino@eled.duth.gr
q 2013 Taylor & Francis
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
2
N. Antoniadou and C.M. Kokkinos
impersonation of another user for malicious purposes, rumour spreading through and
exclusion from online social networks) (e.g. Riebel, Jager, & Fischer, 2009), but it has been
argued that due to the capacity for anonymity and invisibility that the Internet provides,
cyber-bullying can be primarily considered as an indirect form of aggression. Worldwide
research indicates that cyber-bullying has now evolved to a common type of aggression
that concerns middle primary and secondary school students, bearing similar or greater
prevalence to traditional bullying, especially at the age of 14– 15 (e.g. Smith et al., 2006).
In Greece, similarly to traditional bullying research, which emerged with relative delay,
cyber-bullying has lately received empirical attention. During the last years, a sudden
increase in interest by academics, unions, regional and national authorities was observed,
due to the rapid ICT diffusion (Hellenic Statistical Authority, 2008) and the ensuing concern
regarding children’s Internet safety. Online dangers have recurrently been over-emphasised
by the Greek media, which have typified the Internet as a dangerous setting for youngsters,
while cyber-bullying has been described as an ‘epidemic’ and is being confused with other
Internet-related dangers, such as pedophilia, pornography and suicide (Tsaliki, 2010).
Primarily, on account of the reported difficulty of guardians’ and educators to handle
potential Internet threats (mainly due to their lack of knowledge) (Tsaliki & Chronaki,
2010), much information has been provided during the last few years to students, teachers
and parents regarding youngsters’ safe ICT use and cyber-bullying, in particular, through
training programmes, scientific conferences, workshops and meetings.
For example, in 2008, the Hellenic Ministry of Education and Religious Affairs
developed an educational awareness-raising programme regarding Internet-related
dangers and safe Internet use, designed for parents (Minedu, 2008), whereas before
that, similar educational programmes had also been implemented. Prior to these initiatives,
various bodies had also produced awareness material, which were exclusively targeted to
students (i.e. the Ombudsman for children, the Digital Awareness & Response to
Threats – DART). In 2011, the University of Macedonia and the Hellenic Physical Society
(EEF, 2011) announced the launch of an annual seminar on cyber-bullying, addressing to
teachers, pediatricians, child psychologists and parents. During the same year, the
National and Kapodistrian University of Athens, in collaboration with the Adolescent
Health Unit (AHU) of the Second Department of the University’s Pediatric Hospital,
organised the ARIADNAE programme, which was intended to train professionals working
with children and adolescents (i.e. employers of the health and educational sectors, and
social workers), on Internet addiction and other dangers that excessive Internet users face
(AHU, 2011).
Although training and awareness-raising programmes against cyber-bullying have
gradually started to develop during the last years, it is yet unclear whether these are guided
and designed based on theoretical backgrounds, or they plainly follow existing European
prevention and intervention programmes. The country has had a low ICT penetration until
recently, but this trend is starting to change. Further ICT utilisation could increase the
danger of related problematic behaviours, such as cyber-bullying (Hasebrink, Livingstone,
& Haddon, 2008), which, due to its potentially damaging consequences (Hinduja &
Patchin, 2009), should become the focus of systematic research, especially in the case of
youth, who are among the age groups with the heaviest ICT use. Although this shift is
observed in other Mediterranean countries, such as Italy, Spain and Cyprus, Greece is a
country with great geographical diversification, which, during the last years, has
undergone an advanced economic development, followed by an ongoing economic crisis
and a high risk of economic default. The rapid economical developments have impacted
upon the national, social and cultural contexts, including violence among youth (e.g.
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
3
Kalliotis, 2000). Furthermore, despite the potential similarities to other Mediterranean
countries of the European South, e.g. in terms of ICT advances, their lack of systematic
research evidence regarding cyber-bullying (Mora-Merchán & Jäger, 2011) does not allow
for mutual comparisons. In addition, the rapid advances in technology have left a
jurisprudence gap and for the establishment of regulations that will respond to the nation’s
needs in terms of ICT threats, a study and codification of the relative empirical and
sociological assets are needed (Nouskalis, 2012).
Thus, the aim of this paper is to review the existing research evidence on cyberbullying experiences among Greek youth. More specifically, this review is purported to
trace the existing evidence that derives from research published in scientific journals,
presented in scientific meetings or conducted for the fulfilment of the requirements of
postgraduate degrees. Furthermore, it aims at presenting information regarding Greek
bodies that are involved with safe ICT use and Greek or European initiatives that concern
cyber-bullying. The final aim of this paper is to draw conclusions regarding existing and
ongoing research on cyber-bullying incidents among Greek youth and suggests future
directions for research based on current evidence.
Method
A systematic bibliographic search was conducted for the needs of this literature review in
the following electronic databases: Cambridge Journals, Greek National Archive of PhD
Theses, HEAL-Link Library, ERIC, Informaworld, Ingenta Connect, Oxford ProQuest
Research Library, Reference Online, PsycInfo, Sage, Scirus, Science Direct, Scopus, Wiley
Online Library, Wilson Education and Wilson Social Sciences. The goal of this search was
to trace published articles in peer-reviewed journals and/or unpublished dissertations/
theses. In addition, a general Internet search was also conducted so as to locate (a) research
regarding cyber-bullying in Greece that has been presented in scientific conferences and
meetings, (b) information regarding Greek bodies involved with safe Internet use and (c)
Greek or European initiatives that are concerned with cyber-bullying among Greek youth.
This information is deemed necessary in order to obtain a better understanding on the
developments of safe ICT use in Greece. Keywords, as well as combinations of keywords
included the following: cyber-bullying, cyber-victimisation, Internet bullying, Internet
victimisation, online bullying, online victimisation, online harassment, Internet harassment, Greece and Greek students. No time frame was applied within the search results.
Results yielded a total of 15 studies that have been conducted from 2005 to 2012
regarding cyber-bullying experiences among Greek youth. To the best of our knowledge,
three of them have been published in peer-reviewed journals, four are under review, two
have been published as book chapters, three have been presented in national and
international conferences and three are informally published (i.e. organisations’ websites).
Since cyber-bullying research is still at a very elementary stage in Greece, informally
published studies and studies that are being under preparation or under review for
publication to the best of our knowledge were not excluded from the review but were
critically considered. It must be noted though that some of the aforementioned studies
have been presented in scientific conferences and have therefore, to some extent,
undergone peer review. Studies regarding other Internet-related behaviours and threats
were not included in the review (i.e. Internet addiction, pornography and gambling).
Information regarding Greek bodies that are concerned with safe ICT use as well as
information regarding preventive initiatives was derived mainly from online published
reports and organisations’ websites.
4
N. Antoniadou and C.M. Kokkinos
For the purposes of this review, results are organised into three sections. The first
section provides information regarding various professional bodies involved with safe ICT
use in Greece, as well as reports of their research findings. In the second section, published
research evidence regarding cyber-bullying in Greece is presented and analysed. In the last
section, the results of conference presentations (traced in national and international
conference books of proceedings/abstracts) are briefly mentioned.
Finally, ‘Discussion’ section summarises the reported findings and provides
suggestions for future research.
Results
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
Bodies involved with safe ICT use in Greece
The following brief description regarding the public and private bodies concerned with
safe ICT use in Greece presents published information and research results on cyberbullying. It must be noted though that the description is indicative and not exhaustive.
A programme designed to empower and protect youth through awareness-raising is the
Safer Internet Programme, which is an active project among 29 European countries and
Russia. The programme is implemented in Greece through the Greek Safer Internet Centre
with the co-financing of the European Commission, and it consists of three axes: The first,
Saferinternet, is an awareness centre purported to raise public awareness and to provide
reliable information and supportive material to youngsters, their parents and teachers
regarding safe use of online technologies. The Centre realises a series of dissemination
actions, including the production of awareness material and the issue of bimonthly
newsletters. The second axe, Safeline.gr, is the hotline for reporting illegal content and
conduct on the Internet which violates children’s rights such as grooming and cyberbullying (Saferinternet, 2010a). Safeline receives reports from both adults and youth, with
the latter being much more sparse. For instance, for the years 2009 and 2010, a large
number of calls regarding Internet-related threats and dangers have been received, but only
a trivial percentage of them were from youth. Of those, 42.7% were related to safe Internet
use in general, 34% to Internet addiction matters and only 4.7% concerned with Internet
violence and cyber-bullying (Saferinternet, 2010b). Safeline is a full member of INHOPE,
the International Association for Internet Hotlines, and is in direct collaboration with the
Greek police. Finally, the third axe, YpoSTIRIZO,1 is a helpline specifically designed to
offer support to children, teenagers and their parents in cases of harmful content and
conduct (Saferinternet, 2010a).
Among other bodies founded within the operational programme for the information
society were the Information Technology Committee (ITC) and the Special Secretariat of
Digital Planning (DART). The ITC is the institutional body responsible for shaping public
opinion regarding the application of new technologies in the financial and public
administration, and is comprised of representatives of the state, the public and the private
sector as well as citizen representatives (Tsaliki, 2009). DART’s primary goal is to act as
the hub between various public authorities, agencies and the users, by directing them to the
most appropriate entity if further actions were necessary. Also, in relation to the online
risk, the National Research and Technology Network, the Institute of Technology and
Computers and the Research Academic Computer Technology Institute were founded.
The intergovernmental framework for European Cooperation in Science and
Technology, in which Greece participates, has also an action on cyber-bullying. Its
purpose is to coordinate the nationally funded research regarding the phenomenon on a
European level, by funding a range of networking and dissemination opportunities. The
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
5
EU Kids Online programme, a thematic network funded by the European Commission’s
Safer Internet Programme, has a similar goal since it aims to identify, compare and draw
conclusions from existing and ongoing research on children and online technologies
conducted in Europe (EU Kids Online, n.d.).
To our knowledge, other bodies that have been involved in ICT’s safe use are The
Children’s Ombudsman, which initiated a programme for safe Internet use, The Smile of
the Child (i.e. a non-profit volunteering organisation for defending the children’s rights),
which has a unit that aims at providing information to students, parents and teachers
regarding positive and negative use of technologies, and the aforementioned Adolescent
Health Unit of the Pediatric University Hospital of the University of Athens, which apart
from its participation in national research projects, has also issued informative pamphlets
for Internet addiction issues [for a more comprehensive report on related bodies in Greece,
see Tsaliki (2009)].
In terms of intervention, a new unit was formed during the last years within the
Hellenic Police, the Cybercrime Unit, which is responsible to enforce the law in the case of
Internet crimes. The Unit collaborates with several organisations such as the Interpol,
Europol, NGOs as well as national hotlines representatives. According to data provided by
the Unit, most common cyber-crime reports involve the use of social network sites and
concern denigration, bullying and personal data violation, while many young people come
in touch with the officers (Hellenic Police, n.d.).
Published research on cyber-bullying in Greece
The literature review regarding the existing research on cyber-bullying experiences among
Greek youth yielded 15 studies published between 2005 and 2012 (for an executive
summary of the studies’ details, see Table 1). For organisation purposes, studies are
presented in chronological order. At the end of the section, evidence is being presented
from studies that, to the best of our knowledge, have not been published in peer-reviewed
journals but have been published elsewhere (i.e. websites).
To the best of our knowledge, the first study on cyber-bullying in Greece, as reported
by Sygkollitou, Psalti, and Kapatzia (2010), was conducted on behalf of the European
Action SAFE NET HOME in 2005, and participants were 450 students who were asked to
report their cyber-bullying experiences. According to the results, an astounding
percentage of 54% of the participants had been cyber-victimised, while more than 50%
knew someone who had been cyber-bullied. It is important to note that more than 40% of
the participants claimed not knowing their perpetrator, verifying that anonymity is a great
factor in cyber-bullying incidents.
In 2008, Kapatzia and Sygkollitou published a study regarding cyber-bullying among
544 high school students from the area of Thessaloniki, aged between 16 and 19, using the
‘Cyber-bullying Questionnaire’ (Smith et al., 2006). Results showed that cybervictimisation was higher than traditional victimisation, whereas cyber and traditional
bullying rates were similar. Cyber-victimisation was self-reported by 20.5% of the sample,
with 14.7% of the victims having rarely faced such behaviours (once or twice a month),
while the cyber-bullying percentage was 15.2%, again with 8.6% being rare incidents.
Boys were more likely to participate in cyber-bullying incidences with the use of cell
phones, while girls with the use of the Internet. Victims of cyber-bullying reported that
they had admitted their experience mainly to their friends, but they were hesitant of
making any revelations to their parents and teachers. Again, most of the students claimed
that they knew someone who had suffered cyber-bullying, thus indicating a high
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
6
Table 1. Published studies on cyber-bullying in Greece.
Sample
Measures
SAFE NET HOME (2005)
450 students, age unspecified
Unspecified
Kapatzia & Sygkollitou (2008)
544 high school students from
the area of Thessaloniki
The Cyber-bullying
Questionnaire
(Smith et al., 2006)
The Adolescent Health Unit (2007)
(in Tripodaki et al., 2008)
The Adolescent Health Unit (2008)
(in Tripodaki et al., 2008)
The Committee of Social Policy of the
Aristotle University of Thessaloniki
(2008) (Gountsidou, 2008, in
Sygkollitou et al., 2010)
900 adolescents
(mean age ¼ 15)
Adolescent population in
Athens
194 freshmen University
students
Unspecified
Unspecified
The Cyber-bullying
Questionnaire
(Smith et al., 2006).
Findings
54% of the total sample had been
cyber-victimised, 50% knew
someone who had been cyberbullied. More than 40% of the
participants claimed not knowing
the perpetrator.
Cyber-victimisation was higher than
traditional victimisation, whereas
cyber and traditional bullying
rates were similar. Cybervictimisation occurred to 20.5%
of the sample and cyber-bullying
to 15.2%, but the perpetrator
was usually unknown to the
victim. Boys were more likely
to use cell phones in cyberbullying incidences, while girls
the Internet. An increased
awareness of the phenomenon
was reported among youngsters.
2% had participated in cyberbullying/victimisation incidences
5.8% of the sample were victims of
cyber-bullying
Low frequency of cyber-victimisation
and cyber-bullying. Female students
were more likely to be cyber-victims,
whereas males cyber-bullies. The
most common means of
cyber-bullying were chat rooms,
social network sites and instant
messaging services.
N. Antoniadou and C.M. Kokkinos
Author (year)
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
Table 1. (Continued)
Author (year)
Findings
Siomos et al. (2009, in Fisoun, 2011)
1.221 adolescents, aged 15 – 18 years
Siomos et al. (2011, in Fisoun, 2011)
Follow-up of Siomos et al. (2009)
Tsorbatzoudis & Angelakopoulos
(2012) (Daphne III)
997 pupils from 22 secondary
schools in different regions
of Greece
Constructed for the purposes of
the study
Constructed for the purposes of
the study
The questionnaire derived from
a previous Daphne project on
traditional and cyber-bullying
(Daphne II: Brighi, Guarini, &
Genta, 2009), enriched with
new items.
Lazuras & Ourda (2012)
(Daphne III)
125 secondary school students from
Athens
Unspecified
Lazouras et al. (2013)
355 adolescents from Athens and
Thessaloniki
Expectations to engage in cyberbullying: using the mean of
three
items reflecting the likelihood/
expectation to engage in
cyber-bullying.
Kokkinos et al. (2013)
300 elementary school students
Cyber-bullying and cybervictimisation experiences
questionnaire (CBCVEQ;
Antoniadou & Kokkinos,
2011)
14.5% of the students had been
victims of cyber-bullying.
Cyber-victimisation increase (28.3%).
14.6% cyber-bullies.
The prevalence of cyber-bullying
incidents was close to 10%.
Insulting, offensive messages and
rumour spreading were the most
common acts of cyber-bullying/
victimisation, as well as
experiencing hacker attacks to
personal information.
Only affective empathy predicted
cyber-bullying intentions. This
effect was fully mediated by
self-efficacy beliefs.
Social norms, prototype similarity
and situational self-efficacy
predicted cyber-bullying
expectations, while normative
influences mediated the effects of
moral disengagement and affective
empathy on cyber-bullying
expectations.
Cyber-bully/victims, the most common
participant role, were less agreeable
and conscientious, had high
neuroticism scores and tended to use
maladaptive coping strategies.
Cyber-bullying was predicted by
gender (boys), low consciousness and
maladaptive coping, and cybervictimisation by aggression, situation
control and passive avoidance.
7
Measures
International Journal of Adolescence and Youth
Sample
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
8
Table 1. (Continued)
Sample
Measures
Kokkinos and Antoniadou
(2013a, 2013b)
10 – 18-year-old students
(CBCVEQ; Antoniadou &
Kokkinos, 2011)
Kokkinos and Antoniadou
(2013a, 2013b)
430 students from four University
departments in Greece
(CBCVEQ; Antoniadou &
Kokkinos, 2011)
Findings
Results indicate a significant overlap
between cyber- and traditional
bullying. Regression analysis
indicated several similar intraindividual characteristics of cyber
and traditional bullies, but different
predictors for traditional and cyber
victimisation.
58.4% of the sample had participated
in a cyber-bullying incident
assuming any role. Cyber-bully/
victims, the most common
participant role, scored significantly
higher on anxiety, depression,
hostility and interpersonal
sensitivity symptoms and on all
psychopathic traits. Both cyberbullying and cyber-victimisation
were significantly predicted by
gender (boys), depression,
grandiosity and callousness –
unemotionality, in addition to
insecure attachment only in the
case of cyber-bullying.
N. Antoniadou and C.M. Kokkinos
Author (year)
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
9
awareness rate among youngsters. Similar to previous studies, the most common reply
regarding the identity of the perpetrator was ‘I do not know’, followed by ‘mainly by one
boy’ (in the case of cell phone bullying) and ‘by several boys’ (in the case of Internet
bullying).
In the same year, the Committee of Social Policy of the Aristotle University of
Thessaloniki (Gountsidou, 2008, in Sygkollitou et al., 2010) conducted a research among
194 freshmen University students from the same university. The purpose of the study was
to investigate the use of Facebook among University students and any cyber-bullying
experiences they might have experienced through it. Participation was voluntary and
students anonymously completed the ‘Cyber-bullying Questionnaire’ (Smith et al., 2006).
According to the results, the frequency of cyber-victimisation was low (6% ‘once or twice
a year’ and 2% ‘once or twice a month’), whereas only 1% of the participants admitted
having cyber-bullied someone ‘once a year’. Female students were more likely to be
cyber-victims, whereas males, cyber-bullies. The most common means of cyber-bullying
were chat rooms, social network sites and instant messaging services.
It is worth noting that both previous studies considered as cyber-bullying incidences
that occurred only ‘once or twice a year’, an issue which raises the questions as to whether
cyber-bullying is similar to traditional bullying, and if only frequently occurring
behaviours should be characterised as cyber-bullying. According to a literature review
conducted by Wolak, Mitchell, and Finkelhor (2007), much of the research on cyberbullying indeed concerns behaviours that have occurred only once, that are not annoying
to the victims and that take place between participants of equal strength.
The frequency of cyber-bullying was estimated as considerably low in a study
conducted in 2007 by the Adolescent Health Unit of the University of Athens. Nine
hundred adolescents with a mean age of 15 years participated in this research, and
according to the results, 4.2% of them admitted having been cyber-bullied and having
received threatening or offensive messages (in Tripodaki et al., 2008). Another survey was
conducted by the same unit in 2008, in an adolescent sample from Athens, investigating
Internet use and related abusive behaviours with relation to the participants’ psychological
profile. In total, 5.8% of the 315 participating high school students were victims of what
was defined as cyber-bullying in that survey (in Tripodaki et al., 2008).
The apparent discrepancy in the prevalence of cyber-bullying incidences between the
studies could be attributed to a series of factors, among which the dearth of a common
definition for a social phenomenon which has recently emerged and has not yet been
thoroughly investigated. The used research instruments is another important factor, since it
has been observed that most studies on cyber-bullying conducted in Greece use selfassessment questionnaires that have been specifically designed for the purposes of each
study and, in some cases, have not been tested for their psychometric adequacy. Therefore,
the comparison of the findings becomes rather difficult.
Evidence regarding the phenomenon is also provided by studies for which bullying
was not the main topic of the investigation. For example, Siomos and his colleagues
(in Fisoun, 2011) conducted a large-scale study in the island of Kos in 2009, which was
purported to investigate the factors related to Internet addiction among adolescents. The
study was conducted in a sample of 1,221 adolescents, aged between 15 and 18 years, who,
among other things, were asked to answer a few questions regarding cyber-bullying. The
questionnaire used for this purpose was constructed by the researchers, and according to
the results, 14.5% of the students had been victims of cyber-bullying. A follow-up
assessment in 2011 indicated that cyber-victimisation increased up to 28.3%, while 14.6%
of the students admitted having cyber-bullied others.
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
10
N. Antoniadou and C.M. Kokkinos
The low incidence of cyber-bullying in Greece until 2008 is also mentioned in the
report that was prepared for the EU Kids Online thematic network, according to which
Greece was classified among the ‘non-high degree of online risk’ countries, a fact which
was attributed to the low national ICT penetration (Hasebrink et al., 2008). The report
underlines that at that time, children’s online risks remained a seriously under-researched
area. In her article, the Greek representative of EU Kids Online notes that Greek parents’
biggest fear regarding their children’s Internet use is that they will encounter pornographic
material, and that they will become cyber-bullying victims. According to the same
research, parents fear that they are unable to react to these threats, while only 1 in 4 uses
protective software (Tsaliki & Chronaki, 2010).
Overall, studies published until 2009 provide evidence from initial and exploratory
investigations of cyber-bullying experiences among Greek youth. After this time, a
gradual shift is observed ranging from the investigation of the prevalence of the
phenomenon to more theoretically based investigations, e.g. regarding the correlates of
this online behaviour.
In 2012, an edited book titled Cyber-bullying in Greece: An Interdisciplinary Approach
describes the results of a European-wide research project titled ‘Cyber-bullying in
adolescence: Investigation and intervention in six European countries’ which was funded
by the European commission, under the programme Daphne III. Two new empirical studies
regarding cyber-bullying among Greek adolescents are published in that book.
The first by Tsorbatzoudis and Angelakopoulos (2012) reports findings regarding the
most prevalent cyber-bullying forms among Greek adolescent students and the context in
which these are most likely to occur. Overall, 997 secondary school students from
different regions of Greece participated in the study, and were asked to complete a selfreport questionnaire regarding their cyber-bullying/victimisation experiences. The
questionnaire was derived from a previous Daphne project, while a few new questions
were added. Results indicated that 10% of the students had experienced a cyber-bullying
incident, mainly through insulting and offensive messages, having rumours being spread
about them, being attacked or insulted in an online game setting, or experiencing attacks to
their personal information. A significant percentage of participants (34%) reported that
these actions originated from their friendly environment and were meant as joking, thus
excluding them from what has been defined as cyber-bullying.
The second study supported by the Daphne III programme aimed at investigating
differences and similarities between face-to-face bullying and cyber-bullying in terms of
empathy and social cognitions (attitudes, social norms, risk prototypes and self-efficacy
beliefs) (Lazuras & Ourda, 2012). The study employed an integrated model incorporating
psychosocial variables derived from the Theory of Planned Behaviour and the Prototype/
Willingness Model. The study included 125 secondary school students from Athens who
completed self-report questionnaires. Contrary to the hypothesis, only affective empathy
predicted cyber-bullying, an effect that was fully mediated by self-efficacy beliefs, such as
situational temptation. Researchers concluded that although empathy plays an important
role in the prediction of cyber-bullying involvement, other psychosocial variables such as
cognitions and behavioural intentions which mediate the relationship should be
thoroughly investigated. They also validated the aforementioned dearth of evidence
regarding the profile of cyber-participants and the consequence that long-term cyberbullying has in their learning, socialisation and psychosomatic well-being. This research
was part of a larger scale study funded by the Daphne project that was conducted among
355 adolescents, who attended schools in both Athens and Thessaloniki (Lazouras,
Barkoukis, Ourda, & Tsorbatzoudis, 2013). Findings indicated that the results from the
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
11
larger study differed significantly from those of the study that was limited to the 125
subjects, since social norms, prototype similarity and situational self-efficacy all predicted
cyber-bullying expectations, while normative influences mediated the effects of moral
disengagement and affective empathy on cyber-bullying expectations. The discrepancy in
the findings of the two studies indicates the differentiating role of the participants’
characteristics, possibly being attributed to different geographic regions.
The profile of adolescents and young adults participating in cyber-bullying/
victimisation incidences is also investigated in three recent, yet unpublished, studies.
Kokkinos, Antoniadou, Dalara, Koufogazou, and Papatziki (2013) examined the
relationship between cyber-bullying/victimisation experiences and preadolescent
students’ characteristics, namely big five personality traits and coping strategies. The
research was conducted among 300 elementary school students, with the use of self-report
questionnaires. According to the findings, cyber-bully/victims reported low agreeableness
and conscientiousness and high neuroticism scores, whereas they tended to use
maladaptive coping strategies such as aggression, resignation and passive avoidance.
Regression analyses indicated that cyber-bullying was predicted by male gender, low
consciousness and maladaptive coping and that cyber-victimisation by the use of
aggression, passive avoidance and situation control coping.
Another study by Kokkinos and Antoniadou (2013a) investigated cyber-bullying
experiences in a broader age group (10 – 18-year-old students), in order to examine potential
age differences. The study aimed at investigating possible common correlates between
cyber- and traditional bullying, by examining a number of interpersonal characteristics. In
addition, the study examined the relative contribution of the psychosocial variables in
predicting bullying and victimisation experiences (both cyber and traditional) using
regression analyses. Overall, 429 students took part in the study by completing a self-report
questionnaire, measuring cyber- and traditional bullying/victimisation experiences and a
number of measures on Internet disinhibition, sensation seeking, psychopathic traits,
cognitive and affective empathy, social skills, self-esteem and peer relations as well as
attachment style. Results indicated a significant overlap between cyber- and traditional
bullying, while regression analysis indicated several similar intra-individual characteristics
predicting cyber- and traditional bullying (e.g. lack of cooperation and sensation seeking
traits), but different predictors for cyber- and traditional victimisation.
The third study investigated the psychological profile of young adult cyber-bullying
participants (Kokkinos & Antoniadou, 2013b) in a sample of 430 students from four
University departments in Greece. Results indicated that 58.4% of the sample had
participated in a cyber-bullying incident assuming any role, with only a low percentage of
high-frequency participation. Cyber-bully/victims, the most common participant role,
scored significantly higher on anxiety, depression, hostility and interpersonal sensitivity
symptoms and on all psychopathic traits, whereas bullies had significantly higher scores
on boredom susceptibility. Both cyber-bullying and cyber-victimisation were significantly
predicted by gender, depression, grandiosity and callousness – unemotionality, in addition
to insecure attachment for cyber-bullying only. The study concludes that cyber-bullying is
associated with psychopathic personality characteristics of those involved, especially for
bully/victims.
In terms of those research reports published on the Internet, in 2009, a Greek NGO
named ‘NEOI’2 reported in various websites linked to that organisation, the results of a
study conducted with 422 students (13 – 18 years old) from the area of Thessaloniki
regarding cyber-bullying. According to the findings, 16% of the boys had been cybervictimised through Social Network Sites, 10% of boys cyber-bullied others, while 22% of
12
N. Antoniadou and C.M. Kokkinos
girls had been cyber-victimised. Nevertheless, the study was never formally published in a
peer-reviewed journal, while the methodology was not described in detail. In 2010, the
same NGO conducted another research regarding harassment and privacy in social
networking sites, among 2176 participants aged 13 and over, 25% of whom claimed that
they had received harassment through the Internet; still however, to the best of our
knowledge, this study remains unpublished.
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
Cyber-bullying research presented in scientific meetings
Overall, during the recent years, cyber-bullying has gradually become a topic of research
investigation in Greece. This is evident by the increasing number of thematic sessions
devoted to cyber-bullying in national conferences and meetings of psychology, education
and new technologies. To our knowledge, the first meeting dedicated to safe Internet use
was held by Saferinternet on 2006 in Athens, and since then, several meetings and
conferences have included topics related to cyber-bullying. Unfortunately, tracking all the
meetings and conferences that have included presentations on cyber-bullying is a
demanding venture, which cannot be easily accomplished due to the frequent absence of
online indexing of these events. Therefore, the exhaustive review of all the conference and
meeting presentations regarding cyber-bullying in Greece is beyond the scope of this
paper.
However, a brief reference will be made to the conferences that have been organised
during the last few years by the Hellenic Association for the Study of Internet Addiction
Disorder (HASIAD). The organisation mainly studies Internet addiction in all ages, but its
conferences have been encompassing all Internet-related behaviours (economic and legal
aspects, harassment and exploitation through the Internet and other problematic
behaviours), with a special interest on the effects of Internet use on children and
adolescents.
During its first meeting in 2009, only two presentations were related to cyber-bullying;
the first was an introduction to the phenomenon, based on European data (Gountsidou,
2009), while the second was a study conducted among 225 high school students in three
big cities of Greece (Andreou, Zafeiropoulou, Garagouni-Araiou, & Roussi-Vergou,
2009). According to the results of the latter, 22.4% of the total sample were victims of
cyber-bullying and 18.3% bullies, while students reported that the most common cyberbullying mean was the cell phone, followed by email and social network sites. Boys were
more frequently both victims and perpetrators of cyber-bullying. More than one-third of
the students reported knowing someone who had been cyber-victimised, while victims
claim that the actions were usually conducted by an unknown bully.
Interestingly, the thematic sessions related to cyber-bullying were at least tripled in the
second organisation of the meeting in 2011, a drift indicating an increase in public
awareness and in academics’ research interest.
Presented in alphabetical order, Adamopoulou’s (2011) study, concerning 139
University students’ opinion regarding cyber-bullying, found that participants overall
considered their related knowledge inadequate. Avdelidou, Stavropoulos, and MottiStefanidi (2011) investigated risk factors for cyber-bullying, among 463 students aged
14 –23, and according to their results, peer rejection predicted victimisation, and this was
especially true for boys. Akoumianaki and Mpaka (2011) used a qualitative content
analysis of 69 Greek newspaper articles, in order to investigate the depiction of cyberbullying in the Greek press, which, according to the study, tends to present the Internet as
good and promoting for youngsters, but the prospect of experiencing cyber-bullying
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
13
renders it dangerous for children. At the same meeting, Mpoukouvala, Rousi-Vergou, and
Andreou (2011) presented the legal actions against cyber-bullying, while Koroni and
Zafeiropoulou (2011) presented the most common cyber-bullying incidents reported to the
police force, as well as information regarding the reporting procedure, and tips for
prevention and safety. Malama and Koliadis (2011) investigated the attitudes and views of
primary and secondary teachers on cyber-bullying by conducting a research among 113
primary and 100 secondary teachers, who, according to the results, thought that they do not
have enough education and training on the issue. Finally, Spiropoulos (2011) discussed his
considerations regarding the new phenomenon and reviewed intervention practices in the
EU. The conference also included workshops regarding cyber-bullying prevention and
intervention, European studies on cyber-bullying and reviews regarding the phenomenon
(e.g. Gountsidou, 2011).
Most recently, another two papers regarding cyber-bullying were presented during the
13th Biennial Conference of the European Association for Research on Adolescence
(EARA), which took place on the island of Spetses, Greece. The first paper entitled ‘How
do adolescents react to cyber-bullying incidents’ (Kapatzia & Sygkolitou, 2012)
investigated adolescents’ reactions to cyber-bullying incidents using both quantitative and
qualitative data. Students attending elementary schools in Thessaloniki participated in the
study, which was conducted in two consequential phases: during the first phase, all
students (1183) were asked to complete anonymous questionnaires, while in the second
phase focus group interviews were conducted in selected schools (100 students). Findings
suggested that cyber-bullying evokes negative feelings such as anger, anxiety, aggression
and indifference depending on the participant role, while students were found to use
retaliation as a strategy to cope with cyber-bullying.
The second presentation (Koniari & Goudiras, 2012) investigated cyber-bullying
among 229 secondary school students and their differences in terms of the area they live
(urban, suburban and rural), gender, age and school performance, but no further
information was available at the conference book of abstracts.
Conclusions
This review indicates that cyber-bullying is an existing phenomenon in Greece, and this is
apparent from both the self-reported prevalence of the incidences and the high percentage
of awareness regarding peer participation. Similarly, studies in other countries indicate
that a prevalence of the incidences that varies significantly (from 2% to 54%) and is, to
a great extent, subjected to the operational definition of the construct being measured.
Cyber-bullying may be less prevalent than, or equal to, traditional bullying (Kapatzia &
Sygkollitou, 2008), but research evidence suggests an overlap between the two (Kokkinos &
Antoniadou, 2013b). In terms of demographic characteristics, gender is differentiating
cyber-bullying participation, with girls being victimised through the Internet more
frequently, while in terms of age, limited research suggests that cyber-bullying may be more
prevalent during high school and decline in University years, though more research is needed
to this direction. Greek youth seem to follow western countries’ technological trends and
have made a swift from email and IM communication to interaction through social network
sites. Existing evidence seem to confirm the association between cyber-bullying and several
personal characteristics (i.e. low empathy, maladaptive coping strategies and normative
beliefs), but more systematic research is needed to verify such circumstantial evidence.
Mainly, this review denotes that Greece is still at an initial stage of research regarding
cyber-bullying experiences among youth. Up to date, most of the data come from studies
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
14
N. Antoniadou and C.M. Kokkinos
that do not focus exclusively on cyber-bullying or studies that are conducted with small
opportunistic samples, in limited geographical regions. Studies usually concern
adolescents and not pre-adolescents who should be the main focus of the investigation,
since they are the age group that is being raised with ICTs and could therefore be affected
the most (Hasebrink et al., 2008). Furthermore, a great deal of the reported research is only
descriptive in nature, but more recent attempts seem to be advancing at this direction by
increasingly providing more in-depth data.
Until recently, most of the data regarding cyber-bullying in Greece were provided by
national and European bodies, whereas some research studies have been led by European
programmes and less often by academic institutes. Another important issue relates to the
dissemination of the research evidence, since much of the reported research has not been
published in scientific journals and is not therefore easily accessible, while in some cases
has not been peer reviewed and is informally published (i.e. websites). Despite the
country’s delayed initiation on cyber-bullying research, admittedly, notable efforts and
great leaps have been taken during the last years, but undoubtedly, more research is still
needed.
Although a number of awareness programmes and related material is available, no
pertinent data have leaded to their development. Most programmes are designed after
other European programmes, but unquestionably, for an intervention programme to be
effective, it needs to be tailored to the needs of the specific country. Therefore, there is an
apparent need for an in-depth investigation on a national level, which will provide
researchers with evidence regarding the role of a number of intra-, inter-personal and
contextual variables in the manifestation of cyber-bullying, which will evidently assist in
the development and application of prevention and intervention programmes.
The findings of this review denote the need to obtain a more lucid picture regarding the
prevalence of cyber-bullying, its most frequently observed forms, types and the used
means, potential differences among different groups (e.g. age, geographical region and
socio-economic status), data regarding the psychosocial profile of the participants, and the
relationship between cyber-bullying participation and a number of personal and contextual
parameters. Future research could benefit from larger scale studies, longitudinal in nature,
using a combination of both quantitative and qualitative methods. Finally, it is important
to underline the differences between traditional and cyber-bullying and other types of
online aggression, so that it can be determined whether cyber-bullying is just another type
of traditional bullying executed by different means or constitutes a distinct type of
aggression that requires another approach in terms of prevention and intervention.
Notes
1.
2.
Literally meaning support in Greek.
Literally meaning youth in Greek.
Notes on contributors
Constantinos M. Kokkinos is an associate professor of educational psychology at the Department of
Primary Education, Democritus University of Thrace, Greece. His research interests include
children’s disruptive and antisocial behaviours, classroom psychosocial climate, psychological
assessment, and teachers’ stress and burnout.
Nafsika Antoniadou, MEd (School Pedagogy, Diversity in Education), is a doctoral candidate at the
Department of Primary Education, Democritus University of Thrace, Greece. Her research interests
International Journal of Adolescence and Youth
15
include the study of cyberbullying, and traditional bullying/victimization among children with and
without special educational needs.
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
References
Adamopoulou, E., & Theologi, V. (2011, April). To wainóm1no toy 1kwobismoύ sto diadı́kty o:
Oi apóc1i6 tvn Ellήnvn woithtώn [The bullying phenomenon on the Internet: The views of
Greek university students]. Paper presented at the 2nd Annual Meeting of the Hellenic
Association for the Study of Internet Addiction Disorder, Thessaloniki, Greece.
Adolescent Health Unit (AHU). (2011). Bulletin: ARIADNE training program. Retrieved from the
AHU website http://www.youthhealth.gr/gr/index.php?J¼1&K¼2
Akoumianaki, S., & Mpaka, A. (2011, April). Oi koinvnikέ6 anaparastάs1i6 toy
diadikty akoύ 1kwobismoύ ston Ellhnikό tύpo [The social representations of internet
bullying in the Greek Press]. Paper presented at the 2nd Annual Meeting of the Hellenic
Association for the Study of Internet Addiction Disorder, Thessaloniki, Greece.
Andreou, E., Zafeiropoulou, M., Garagouni-Araiou, F., & Roussi-Vergou, C. (2009, November).
Hl1ktronikό6 1kwobismό6 s1 mauhtέ6 Lyk1ίoy -mia pilotikή έr1yna [Cyber bullying
among high school students- a pilot study]. Paper presented at the 1st Annual Meeting of the
Hellenic Association for the Study of Internet Addiction Disorder, Larisa, Greece.
Antoniadou, N., & Kokkinos, C. M. (2011). Cyber-bullying and cyber-victimization experiences
questionnaire (CBCVEQ). Unpublished questionnaire.
Avdelidou, E., Stavropoulos, V., & Motti-Stefanidi, E. (2011, April). To wύlo, h katauliptikή
sy mptvmatologίa kai h apόrrich apό toy 6 sy nomhlίkoy 6 v6 parάgont16
1pikindy nόthta6 gia sy mp1riworέ6 diadiktyakή6 uymatopoίhsh6 sthn 1whb1ίa
[Gender, depressive symptomatology, and peer rejection as risk factors for internet victimization
in adolescence]. Paper presented at the 2nd Annual Meeting of the Hellenic Association for the
Study of Internet Addiction Disorder, Thessaloniki, Greece.
Berger, K. S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27,
90 – 126.
Brighi, A., Guarini, A., & Genta, M. L. (2009). Bullying in the digital age. In M. L. Genta, A. Brighi
& A. Guarini (Eds.), Bullying and cyberbullying in adolescence (pp. 14 –39). Roma: Carocci.
EEF. (2011). Bulletin: Cyber-bullying seminars. Retrieved from the Hellenic Physical Society
webpage http://eefthes.gr/?page_id¼319
Elinoff, J. M., Chafouleas, M. S., & Sassu, A. K. (2004). Bullying: Considerations for defining and
intervening in school settings. Psychology in the Schools, 41, 887– 896.
EU Kids Online. Retrieved from the LSE webpage http://www2.lse.ac.uk/media@lse/research/
EUKidsOnline/Home.aspx (n.d.)..
Fisoun, V. (2011, April). Diadikty akή par1nόxlhsh kai mauhtέ6 d1y t1robάumia6
1kpaίd1ysh6- ta apot1lέsmata toy 1r1y nhtikoύ progrάmmato6 ‘Hippocrates 2010’
[Internet harassment and high school students – Findings from the research program
‘Hippocrates 2010’]. Paper presented at the 2nd Annual Meeting of the Hellenic Association for
the Study of Internet Addiction Disorder, Thessaloniki, Greece.
Gountsidou, V. (2009, November). Cyber-bullying: Mia n1a morwή sxolikoύ 1kwobismoύ
[Cyber-bullying: A new form of school bullying]. Paper presented at the 1st Annual Meeting of
the Hellenic Association for the Study of Internet Addiction Disorder, Larisa, Greece.
Gountsidou, V. (2011, April). Hl1ktronikό6 1kwobismό6 sta sxol1ίa kai stoy 6 xώroy6
1rgasίa6 [Electronic bullying in schools and in the workplace]. Paper presented at the 2nd
Annual Meeting of the Hellenic Association for the Study of Internet Addiction Disorder,
Thessaloniki, Greece.
Hasebrink, U., Livingstone, S., & Haddon, L. (2008). Comparing children’s online opportunities
and risks across Europe: Cross-national comparisons for EU Kids Online. London: EU.
Retrieved from http://eprints.lse.ac.uk/21656/
Hellenic Ministry of Education Lifelong Learning and Religious Affairs. (2008, September).
Bulletin: Goneis.gr project. Retrieved from the Ministry of Education Lifelong Learning and
Religious Affairs website archive.minedu.gov.gr/docs/16__09_08__goneis_gr_080916.doc).
Hellenic Police. (n.d.). Cybercrime unit. Retrieved from the Hellenic Police webpage http://www.as
tynomia.gr/index.php?option¼ozo_content&perform¼view&id¼1763&Itemid¼378ENEN
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
16
N. Antoniadou and C.M. Kokkinos
Hellenic Statistical Authority. Έr1y na xrήsh6 t1xnologiώn plhrowόrhsh6 kai 1pikoinvnίa6
apo ta noikoky ria, 1toy 6 2008 [Evidence regarding the use of Information and
Communication Technologies among households, year 2008]. Retrieved from the Hellenic
Statistical Authority webpage http://www.statistics.gr/portal/page/portal/ESYE/BUCKET/
A1901/PressReleases/A1901_SFA20_DT_AN_00_2008_01_F_GR.pdf (2008)
Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the Schoolyard: Preventing and Responding to
Cyberbullying. Thousand Oaks, CA: Sage Publications.
Kalliotis, P. (2000). Bullying as a special case of Aggression. Procedures of cross-cultural
assessment. School Psychology International, 21, 47 – 64.
Kapatzia, K., & Sygkollitou, E. (2008). Cyberbullying in middle and high schools: Prevalence,
gender and age differences (Unpublished master’s thesis). Department of Psychology, Aristotle
University.
Kapatzia, K., & Sygkollitou, E. (2012, August). How do adolescents react to cyber-bullying
incidents?. Paper presented at the 13th Biennial Conference of the European Association for
Research on Adolescence (EARA), Spetses, Greece.
Kokkinos, C. M., & Antoniadou, N. (2013a). Cyber-bullying: An investigation of the psychological
profile of University student participants. Manuscript submitted for publication.
Kokkinos, C. M., & Antoniadou, N. (2013b). Cyber and traditional bullying: Examining possible
common correlates. Manuscript submitted for publication.
Kokkinos, C. M., Antoniadou, N., Dalara, E., Koufogazou, A., & Papatziki, A. (2013). Cyberbullying, personality and coping among pre-adolescents. Manuscript submitted for publication.
Koniari, L., & Goudiras, D. (2012). Cyber-bullying as divergent behavior of secondary school
students: A comparison of students from urban, suburban and rural areas. Paper presented at the
13th Biennial Conference of the European Association for Research on Adolescence (EARA),
Spetses, Greece.
Koroni, M., & Zafeiropoulou, M. (2011, April). Diadikty akό6 1kwobismό6- paroy sίash
p1ristatikώn poy wtάnoy n sthn asty nomίa v6 katagg1lί16 [Internet bullying – A
presentation of the incidences reported to the police]. Paper presented at the 2nd Annual Meeting
of the Hellenic Association for the Study of Internet Addiction Disorder, Thessaloniki, Greece.
Lazuras, L., & Ourda, D. (2012). Cyberbullying in adolescence. A social-cognitive study. In L.
Lazuras & V. Barkoukis (Eds.), Cyber-bullying in Greece: An interdisciplinary approach
(pp. 41 – 44). Thessaloniki: City Publish.
Lazouras, L., Barkoukis, V., Ourda, D., & Tsorbatzoudis, H. (2013). A process model of
cyberbullying in adolescence. Computers in Human Behavior, 29, 881–887.
Malama, V., & Koliadis, E. (2011, April). Sύgkrish stάs 1 vn kai apόc 1 vn
1kpaid1y tikώn prvtobάumia6 kai d1y t1robάumia6 1kpaίd1y sh6 gύrv apo to
sy sthmatikό diadikty akό 1kwobismό (Cyber-bullying) [A comparison of primary and
secondary teachers’ attitudes and views on systematic cyber-bullying]. Paper presented at the
2nd Annual Meeting of the Hellenic Association for the Study of Internet Addiction Disorder,
Thessaloniki, Greece.
Mora-Merchán, J. A. & Jäger, T. (Eds.). (2011, April). Cyberbullying – A cross-national
comparison (pp. 101– 103). Landau, Germany: Verlag Empirische Pädagogik.
Mpoukouvala, V., Rousi-Vergou, C., & Andreou, E. (2011, April). Nomikή antim1tώpish toy
hl1ktronikoύ 1kwobismoύ m1tajύ anhlίkvn sthn Ellάda [Legal treatment of electronic
bullying among minors in Greece]. Paper presented at the 2nd Annual Meeting of the Hellenic
Association for the Study of Internet Addiction Disorder, Thessaloniki, Greece.
Nouskalis, G. (2012). The provisions of the Greek penal code and special Criminal law statutes
related to cyberbullying. In H. Tsarbatzoudis, L. Lazuras & V. Barkoukis (Eds.), Cyber-bullying
in Greece: An interdisciplinary approach (pp. 15 – 26). Thessaloniki: City Publish.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Psychology in the
Schools, 40, 699– 711.
Olweus, D., & Limber, S. (1999). Blueprints for violence prevention: Bullying Prevention Program.
Boulder, CO: Institute of Behavioral Science.
Riebel, J., Jager, R. S., & Fischer, U. C. (2009). Cyberbullying in Germany – An exploration of
prevalence, overlapping with real life bullying and coping strategies. Psychology Science
Quarterly, 51, 298– 314.
Saferinternet. (2010a). Safer Internet Center Greece. Final Public Report 2009– 2010. Retrieved
from www.saferinternet.gr.
Downloaded by [Constantinos M. Kokkinos] at 11:10 19 April 2013
International Journal of Adolescence and Youth
17
Saferinternet. (2010b). Bimonthly newsletter (Issue 4-2010). Retrieved from http://www.saferi
nternet.gr/index.php?action¼download&objId¼File371
Smith, P. K., Mahdavi, J., Carvalho, M., & Tippett, N. (2006). An investigation into cyberbullying,
its forms, awareness and impact, and the relationship between age and gender in cyberbullying.
Anti-Bullying Alliance. Retrieved from http://www.anti-bullyingalliance.org.uk/pdf/Cyberbullyi
ngreportFINAL230106.pdf
Spiropoulos, F. (2011, April). Digital kai cyber-bullying: H auέmith xrήsh hl1ktronikώn
plhroworiώn v6 to ‘Bullying toy mέllonto6’ gnώsh kai prόlhch [Digital and cyberbullying: The unfair use of electronic information as ‘Bullying of the future’ – Knowledge and
prevention]. Paper presented at the 2nd Annual Meeting of the Hellenic Association for the
Study of Internet Addiction Disorder, Thessaloniki, Greece.
Sygkollitou, E., Psalti, A., & Kapatzia, A. (2010). Cyberbullying among Greek adolescents. In J. A.
Mora-Merchán & T. Jäger (Eds.), Cyberbullying – A cross-national comparison (pp. 101– 113).
Landau, Germany: Verlag Empirische Pädagogik.
Tripodaki, E., Kormas, G., Konstantoulaki, E., Andrie, E., Nassis, G., Freskou, A., Sfiri, M.,
Georgouli, H., Tsitsika, A., & Constantopoulos, A. (2008). Internet Use and abuse in a
adolescent population in Athens: Associations with psychological profile and lifestyle of users.
Pediatrics, 121, 89 – 90.
Tsaliki, L. (2009). National report for Greece for the EU Kids Online program. Retrieved from the
EU Kids Online Greece website http://www.eukidsgreece.gr/userfiles/file/TemplateWP2Nati
onalReport%5B1%5D_greece.pdf
Tsaliki, L. (2010). Take a walk on the wild side; media representations of online risks for children in
the Greek press. In C. Sarikakis & L. Tsaliki (Eds.), The mass media, popular culture and the sex
industry (pp. 17 – 45). Athens: Papazissis.
Tsaliki, L., & Chronaki, D. (2010, October). Factors influencing children’s internet use: Parental
level of education, parental monitoring and young children’s experiences of online porn in
Greece and Portugal. Paper presented at the Aoir Conference, Gothenburg.
Tsorbatzoudis, H., & Angelakopoulos, G. (2012). Descriptive data on cyberbullying prevalence in
schools across Greece. In H. Tsarbatzoudis, L. Lazuras & V. Barkoukis (Eds.), Cyber-bullying in
Greece: An interdisciplinary approach (pp. 29 – 39). Thessaloniki: City Publish.
Wolak, J., Mitchell, K., & Finkelhor, D. (2007). Does online harassment constitute bullying? An
exploration of online harassment by known peers and online-only contacts bullying. Journal of
Adolescent Health, 41, 51 – 58.