Experiencia social de ciberacoso sexual en jóvenes escolarizados de Bogotá

(analítico) Explicar y comprender la forma en que jóvenes escolarizados que han pasado por situaciones de ciberacoso sexual construyen su experiencia social requiere de investigaciones diseñadas desde perspectivas comprensivas. Este artículo presenta los resultados de una investigación cualitativa que incluyó la revisión de fuentes documentales oficiales y de prensa y la aplicación de técnicas mixtas como cuestionarios, entrevistas y el uso de un modelo de investigación acción participativa con estudiantes de educación básica y media de tres colegios públicos de Bogotá ubicados en localidades reportadas con altos índices de acoso escolar. Como hallazgos se resalta la construcción heterogénea de experiencias con estrategias diversas para hacer frente al acoso y tensiones en el ejercicio de derechos. Finalmente, se proponen acciones de prevención desde diferentes subsistemas para hacer frente a estas realidades.

(analytical) Explaining and understanding how school-educated youth who have gone through sexual cyberbullying situations construct their social experience requires research designed from comprehensive perspectives. This article presents the results of a qualitative research that included the review of official and press documentary sources and the application of mixed techniques such as questionnaires, interviews, and the use of a participatory action research model with students of basic and secondary education of three public schools in Bogotá located in localities reported with high rates of bullying. As findings, the heterogeneous construction of experiences with diverse strategies to deal with harassment and tensions in the exercise of rights is highlighted. Finally, prevention actions are proposed from different subsystems to face these realities.

(analítico) Explicar e entender como jovens educados na escola que passaram por situações de cyberbullying sexual constroem sua experiência social requer pesquisas projetadas a partir de perspectivas abrangentes. Este artigo apresenta os resultados de uma pesquisa qualitativa que incluiu a revisão de fontes documentais oficiais e de imprensa e a aplicação de técnicas mistas como questionários, entrevistas e o uso de um modelo de pesquisa de ação participativa com alunos do ensino fundamental e médio de três escolas públicas de Bogotá localizadas em localidades relatadas com altos índices de bullying. Como constatação, destaca-se a construção heterogênea de experiências com diversas estratégias para lidar com o assédio e as tensões no exercício dos direitos. Por fim, são propostas ações de prevenção a partir de diferentes subsistemas para enfrentar essas realidades.

Ciberbullying en adolescentes que consultan en un hospital pediátrico de referencia: frecuencia y formas de victimización

Introducción: la utilización de internet conlleva riesgos, como la aparición de las diferentes formas de acoso o ciberbullying. Objetivos: Determinar la frecuencia de diferentes formas de victimización por ciberbullying en adolescentes. Materiales y Métodos: Estudio observacional, descriptivo, prospectivo. Adolescentes de 12 a 18 años edad, que concurrieron al Hospital pediátrico, fueron invitados a participar de una encuesta vía formulario de Google, enviada por WhatsApp, utilizando un cuestionario validado en español en el periodo dé marzo a octubre del 2020. Variables: datos demográficos, exposición a mensajes amenazantes, imágenes humillantes, bromas, rumores, difusión online de información personal o imágenes de índole sexual y segregación del grupo. Los resultados fueron analizados en SPSS. El comité de ética aprobó el estudio con consentimiento informado de los participantes y sus padres. Resultados: Fueron incluidos 406 encuestados, con edad media 15,4±1.99. El 60,1% de sexo femenino, 88,4% de residencia urbana. El 22,5% sufrieron al menos un episodio de ciberbullying. El 19,7% y 26,6% recibieron mensajes amenazantes mensajes y redes sociales respectivamente. El 14,5% fueron humillados con imágenes en internet y el 30,3% con exposición de datos personales. El 10,3% fueron despojados de sus contraseñas. El 7,9 que han sido grabados en situaciones humillantes y el 1% ha sido grabado en situaciones de violencia física. 49,3% de los encuestados han sido apartados del grupo. Conclusión: El 22,5% de los adolescentes fueron objeto de algún tipo de acoso en línea. Los más frecuentes fueron la exposición de información personal y segregación del grupo.

Introduction: the use of the Internet carries risks, such as the appearance of different forms of harassment or cyberbullying. Objectives: To determine the frequency of different forms of cyberbullying victimization in adolescents. Materials and Methods: This was an observational, descriptive and prospective study. Adolescents from 12 to 18 years of age, who consulted at Pediatric Referral Hospital, were invited to participate in a survey via Google form, sent by WhatsApp, using a validated questionnaire in Spanish from March to October 2020. Variables: demographic data, exposure to threatening messages, humiliating images, jokes, rumors, online dissemination of personal information or images of a sexual nature, and exclusion from their peer group. The results were analyzed in SPSS. The ethics committee approved the study with the informed consent of the participants and their parents. Results: 406 respondents were included, with a mean age of 15.4 ± 1.99. 60.1% female, 88.4% urban residence. 22.5% suffered at least one episode of cyberbullying. 19.7% and 26.6% received threatening messages, vía instant messaging and social networks, respectively. 14.5% were humiliated with images on the internet and 30.3% with exposure of personal data. 10.3% were stripped of their passwords. 7.9% have been recorded in humiliating situations and 1% have been recorded in situations of physical violence. 49.3% of those surveyed have been excluded from their peer group. Conclusion : 22.5% of adolescents were subjected to some type of online bullying. The most frequent were the exposure of personal information and exclusion from their peer group.

Alta capacidad: competencias sociales y cyberbullying / High capacity: social competences and cyberbullying

Resumen La Alta Capacidad intelectual (ACI) es una manifestación diferencial de la inteligencia humana, de base neurobiológica, pero que debe expresar su alto potencial a lo largo del desarrollo de la per sona que la posee, mediante la covariación de factores moduladores endógenos (como la competencia social) y exógenos. El objetivo del trabajo es doble: 1) conocer, comparativamente la competencia social de menores con y sin ACI, 2) diferenciar aquellas competencias sociales que podrían ser factores protectores o de riesgo frente al mal uso de las tecnologías digitales. Se administra la Social Skills Improvement System-Rating Scales a una muestra de n = 70 aprendices (n = 35 con ACI, n = 35 con inteligencia promedio) de 11 a 16 años, analizando si existen diferencias estadísticamente significativas en habilidades sociales y en dificultades de conducta. Los resultados muestran diferencias estadísticamente significativas, a favor de los participantes con ACI en habilidades sociales (especialmente en: Responsabilidad, Cooperación y Autocontrol) y mejor ajuste personal, con baja inci dencia de dificultades internalizantes y externalizantes. Se concluye y discute el rol protector de las habilidades sociales para afrontar contextos interactivos complejos como el derivado de la era digital y agresiones como el cyberbullying.

Abstract High Intellectual Ability (HIA) is a differential manifestation of human intelligence with a neurobiologi cal basis but which must express its high potential along the developmental trajectory through the covariation of endogenous (such as social competence) and exogenous modulating factors. The aim of the study is twofold: 1) to know, comparatively, the social competence of children with and without HIA, 2) to differentiate those social competences that could be protective or risk factors against the misuse of digital technologies. The Social Skills Improvement System-Rating Scales were administered to a sample of n = 70 learners (n = 35 with ICA, n = 35 with average intelligence) aged 11 to 16, analysing whether there are statistically significant differences in social skills and behavioural difficulties. Results show statistically significant differences in favour of participants with ICA in social skills (especially in: Responsibility, Co-operation and Self-Control) and better personal adjustment, with low incidence of internalising and externalising difficulties. We conclude and discuss the protective role of social skills in coping with complex interactive contexts such as the digital age and aggressions such as cyberbullying.

Violencia digital de género en Chile: un estudio durante la pandemia de COVID-19 / Violência digital de gênero no Chile: um estudo durante a pandemia de COVID-19 / Digital gender-based violence in Chile: a survey during the COVID-19 pandemic

Resumen Esta investigación fue realizada bajo el alero de Amaranta, una ONG activista feminista chilena. Su objetivo fue explorar con perspectiva de género la violencia digital que afectó a mujeres de Chile y el estudio se realizó al inicio de la pandemia de COVID-19. Para ello, se encuestó a 531 mujeres de todas las regiones del país. De esta muestra no probabilística, un 73,8% habían sufrido violencia digital. Los ataques más reportados fueron: violencia verbal, acoso, envío de imágenes sexuales sin consentimiento, difamación, amenazas y pérdida de cuenta o acceso no consentido y tendían a provenir de personas anónimas y de hombres de su entorno. Entre las consecuencias de estas violencias, mencionan: efectos emocionales, en la autoestima o relación con su cuerpo y sentirse vigiladas. Se concluye que la violencia digital afecta de forma desmedida a mujeres, jóvenes y niñas y que, a raíz del poco o nulo acceso a educación sexual integral y alfabetización digital, podría costarles reconocerla, prevenirla y abordarla a tiempo.

Resumo Esta pesquisa foi realizada sob os auspícios da Amaranta, uma ONG ativista feminista chilena. Seu objetivo foi explorar a violência digital que afetou as mulheres no Chile desde uma perspectiva de gênero e o estudo foi realizado no início da pandemia da COVID-19. Para isso, foram entrevistadas 531 mulheres de todas as regiões do país. Desta amostra não probabilística, 73,8% sofreram violência digital. Os ataques mais relatados foram: violência verbal, assédio, envio de imagens sexuais sem consentimento, difamação, ameaças e perda de contas ou acesso não consentido, e sua origem tende a ser de pessoas anônimas e de homens ao seu redor. Dentre as consequências dessa violência citam: efeitos emocionais, na autoestima ou na relação com o corpo e o sentimento de ser vigiadas. Conclui-se que a violência digital afeta desproporcionalmente as mulheres, mulheres jovens e meninas que, como resultado do pouco ou nenhum acesso à educação sexual abrangente e à alfabetização digital, pode ser difícil para eles reconhecê-la, preveni-la e combatê-la a tempo.

Abstract This research was carried out under the wing of Amaranta, a Chilean feminist and activist NGO. Its objective was to explore from a gender perspective the digital violence that affected women in Chile. The study that was conducted at the beginning of the COVID-19 pandemic. For this purpose, 531 women from all regions of the country were surveyed. Of this non-probabilistic sample, 73.8% had suffered digital violence. The most reported attacks were: verbal violence, harassment, sending sexual images without consent, defamation, threats and loss of account or non-consensual access and tended to come from anonymous persons and men in their immediate circle. Among the consequences they mention: emotional effects, effects on self-esteem or relationship with their body and feeling watched. It is concluded that digital violence has a disproportionate impact on women, young women and girls and that, due to little or no access to comprehensive sexual education and digital literacy, it may be difficult for them to recognize, prevent and address it in time.

Association between adolescents who are victims of bullying and weapon possession

Abstract Objective To verify the association between victims of bullying and weapon possession among school adolescents. Methods This cross-sectional study was carried out with 2,296 high school students aged 14-19 years. An instrument containing questions from the validated Youth Risk Behavior Survey questionnaire and the National School Health Survey was used. To describe the profile of interviewees, absolute and relative frequencies were calculated, and the chi-square test was applied to verify the existence of associations. To test the association of bullying with weapon possession, Poisson logistic regression (univariate and multivariate) was used. The significance level used for all analyses was 5%. Results Among adolescents interviewed, 23.1% reported being victims of bullying. Among victims of bullying, 37.6% (PR = 1.68; 95% CI = 1.30 - 2.17) reported having already carried some type of weapon (knife, revolver, or truncheon) in the last 30 days, while the reported firearm possession was 38% (PR = 1.67; 95% CI = 1.16 - 2.40) and 47.5% of these adolescents carried some type of weapon (knife, revolver or truncheon) in the school environment (PR = 2.10; 95% CI = 1.50 - 2.93). Conclusions It could be observed that adolescents who are victims of bullying are twice as likely of carrying some type of weapon (knife, revolver, or truncheon) to the school environment, and are also more likely of carrying a firearm.

Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation / Cyberbullying e Motivação para Aprender com as Tecnologias Digitais: Identificação e Correlação

Abstract This article investigates the relationship of cyberbullying to motivation to learn and the use of digital information and communication technologies (DTIC). The survey included 529 high school and 293 higher education students who answered the Motivation to Learn Scale with the use of DITC Scale and the Cyberbullying Assessment Scale. Statistically significant correlations were identified between the constructs, especially in high school. The relationships had a positive direction, weak and high magnitude. Cyberbullying and educational levels predicted controlled (28%) and autonomous (5%) motivation. Motivation and cyberbullying levels stood out in high school. This research contributes to pedagogical practices and the conduct of further studies on this theme.

Resumo Neste artigo investigaram-se as relações do cyberbullying para a motivação para aprender e o uso de tecnologias digitais de informação e comunicação (TDIC). Participaram da pesquisa 529 alunos do ensino médio e 293 do ensino superior que responderam a Escala de Motivação para Aprender com o uso das TDIC e a Escala de Avaliação do Cyberbullying. Identificaram-se correlações estatisticamente significativas entre os construtos, sobretudo no ensino médio. As relações tiveram uma direção positiva, de fraca e alta magnitude. O cyberbullying e os níveis de ensino predisseram a motivação controlada (28%) e autônoma (5%). Os níveis de motivação e cyberbullying se sobressaíram no ensino médio. Esta pesquisa contribui para as práticas pedagógicas e a condução de novos estudos sobre esta temática.

The chain mediating role of hostile cognition and anger between dark triad and college students' cyberbullying / 中华行为医学与脑科学杂志

Objective:To explore the chain mediating effects of hostile cognition and anger between dark triad and college students' cyberbullying.Methods:From May to July 2022, a total of 1 316 college students from four universities completed a cross-section questionnaire survey including the dirty dozen (DD), the cyberbullying subscale of the revised cyber bullying inventory (RCBI), the hostility cognition and anger subquestionnaires of the aggression questionnaire (AQ). SPSS 26.0 and SPSS PROCESS macro program were used for descriptive analysis, Pearson correlation analysis and mediating effect test.Results:The prevalence of cyberbullying among college students in the past six months was 20.29%(267/1 316). Dark triad (34.80±12.11), hostile cognition (21.65±7.25), anger (17.58±5.44) and cyberbullying (15.19±3.98) were all significantly positively correlated with each other ( r=0.16-0.59, all P<0.01). The results of mediating effect test showed the indirect effect of dark triad on college students' cyberbullying through two pathways, one was the separate mediating effect of anger, and the effect value was 0.029 (95% CI=0.017-0.044), the other was the chain mediating effect of hostile cognition and anger, and the effect value was 0.037(95% CI=0.023-0.055). Conclusion:Dark triad can not only directly affect college students' cyberbullying, but also indirectly affect cyberbullying through the mediating role of anger and the chain mediating role of hostile cognition and anger.

El lado oscuro de internet. ¿Predice el cyberbullying la participación en sexting? / The Internet's dark side. ¿Does cyberbullying predict sexting?

Resumen Introducción/Objetivos: En los últimos años, se constata la extensión entre la población infanto-juvenil del cyberbullying y el sexting. La presente investigación tiene los objetivos de (1) identificar las prácticas de cyberbullying y sexting entre adolescentes de Educación Secundaria Obligatoria, por rol de participación; y su relación con el sexo, la edad, el ciclo educativo y la autoestima; y (2) identificar el poder predictivo de los roles en cyberbullying y la autoestima sobre las dinámicas de sexting. Método: Se llevó a cabo un diseño ex post facto retrospectivo de grupo único. Participaron 954 estudiantes (50.4% chicos), entre los 12 y 18 años (M = 13.71; DT = 1.31). Se utilizaron el ECIP-Q y el Sex and Tech para evaluar las prácticas de cyberbullying y sexting y la Rosenberg Self-Esteem Scale para la autoestima. Resultados: Se observaron diferencias estadísticamente significativas en ciberagresión y sexting (envío de mensajes) en función del sexo, con puntuaciones mayores en los chicos. La cibervictimización y la autoestima resultaron explicativas del sexting cuando los adolescentes están presionados a mandar mensajes, mientras que la ciberagresión resultó explicativa del sexting sin presión social. Conclusiones: Estos resultados señalan la necesidad de considerar ambas realidades en intervenciones educativas en la etapa escolar.

Abstract Abstract Introduction/Aims: Last years the extension of negative cyber conducts among child and adolescent population like cyberbullying and sexting has been confirmed. The aims of present study are: (1) to analyze cyberbullying and sexting practices among Secondary School students, attending to their roles of implication and its relationship with sex, age, academic year, and self-esteem; and (2) to identify the explanatory power of the roles in cyberbullying and self-esteem on sexting practices. Method: A retrospective ex post facto design in only group was conducted. Participants were 954 students (50.4% male), between 12 and 18 years (M = 13.71; DT = 1.31). ECIP-Q and Sex and Tech were used to analyze cyberbullying and sexting. Rosenberg Self-Esteem Scale was used to assess self-esteem. Results: Statistically significant differences in cyber aggression and sexting (adolescents who send messages to others) were observed according to sex, boys scoring higher than girls. Cybervictimization and self-esteem were explanatory variables of sexting when students were pressured to send texts, whereas cyberaggression was an explanatory variable of sexting participation with non-social pressure. Conclusions: The findings highlight the need of considering both problems for educational interventions in the school period.

El efecto de la desvinculación moral sobre el acoso escolar, el ciberacoso y otros comportamientos disruptivos en niños(as) y adolescentes. Una revisión de la literature / The Effect of moral disengagement on bullying, cyberbullying, and other disruptive behaviors in children and adolescents. A review of the literatura

Resumen Introducción: Un creciente número de estudios han demostrado vínculos consistentes entre la teoría de la desvinculación moral de Bandura y los comportamientos disruptivos e inhumanos. Recientemente se han explorado las relaciones directas e indirectas de la desvinculación moral con el acoso escolar, el ciberacoso y otros comportamientos agresivos en niños(as) y adolescentes, lo cual amerita una revisión de los principales hallazgos. Objetivo: Revisar la literatura y evidencia empírica sobre el efecto de la desvinculación moral en la participación de niños(as) y adolescentes en el acoso escolar, el ciberacoso y otros comportamientos agresivos. Método: Se trató de un estudio de revisión documental. La búsqueda bibliográfica se efectuó en la Web of Science. Se incluyeron 45 estudios empíricos para el análisis. Resultados: Se encontró que la desvinculación moral y sus diferentes estrategias sociocognitivas tienen efectos directos e indirectos que predicen la participación de niños(as) y adolescente en el acoso escolar, el ciberacoso, comportamientos agresivos y antisociales. Adicionalmente, la empatía, las relaciones de amistad, la crianza, las tendencias prosociales, la ira y los rasgos insensibles-no emocionales son factores que, en conjunto, contribuyen al desarrollo, mantenimiento o disminución de conductas de acoso y ciberacoso. También se reportó que los hombres presentan una mayor tendencia que las mujeres al acoso escolar, el ciberacoso, la agresión y uso de la desvinculación moral. Conclusiones: Se señala la importancia de los procesos de cognición moral para el desarrollo de estrategias de intervención psicoeducativa y psicosocial destinadas a prevenir y reducir el acoso y ciberacoso en niños(as) y adolescentes.

Abstract Introduction: A growing number of studies have demonstrated consistent links between Bandura's moral disengagement theory and disruptive and inhumane behaviors. The direct and indirect relation- ships of moral disengagement with bullying, cyberbullying, and other aggressive behaviors in children and adolescents have recently been explored, ensuring a review of key findings. Objective: To review the literature and empirical evidence on the effect of moral disengagement on children's and adolescents' engagement in bullying, cyberbullying, and other aggressive behaviors. Method: This was a documentary review study. The literature search was carried out in the Web of Science. Forty-five empirical studies were included for analysis. Results: Were found that moral disengagement and its different socio-cognitive strategies have direct and indirect effects that predict child and adolescent involvement in bullying, cyberbullying, aggressive and antisocial behaviors. Additionally, empathy, friendship relationships, parenting, prosocial tendencies, anger and callous-unemotional traits are factors that together contribute to the development, maintenance or decrease of bullying and cyberbullying behaviors. It was also reported that males present a greater tendency than females to bullying, cyberbullying, aggression, and use of moral disengagement. Conclusions: The importance of moral cognition processes for the development of psychoeducational and psychosocial intervention strategies aimed at preventing and reducing bullying and cyberbullying in children and adolescents is pointed out.

Convivencia escolar desde el marco de la psicología evolutiva y de la educación / Positive school climate from the conceptual framework of Developmental and Educational Psychology

Resumen La promoción de la convivencia escolar es una tarea imprescindible en las escuelas del siglo XXI, que, aparte de la enseñanza del contenido académico, están llamadas a preparar para la vida y prevenir la violencia. Aunque se reconozca la importancia de la convivencia escolar y se hayan implementado diversos programas para su promoción, todavía es necesario profundizar en el conocimiento de las bases psicológicas que fundamentan el quehacer de las escuelas en relación con la convivencia. Por ello, en el presente artículo se pretende delimitar el concepto de convivencia escolar y se propone un modelo de convivencia escolar basado en los conocimientos de la Psicología Evolutiva y de la Educación. Se trata de un modelo en el que la convivencia escolar se nutre de factores personales y contextuales para la prevención de la violencia y promoción de la ciudadanía y la paz. Con este propósito, se realiza una revisión de literatura científica sobre diversos componentes de la convivencia escolar y su desarrollo normativo en el alumnado, y una propuesta de su promoción a través de la educación. La convivencia se conceptualiza desde una perspectiva positiva a partir de la promoción de conductas prosociales.

Abstract Fostering a positive school climate is a crucial task of the 21st century schools which, besides teaching academic skills, need to prepare for life and prevent violence. Although the importance of a positive school climate is broadly recognized, and there are numerous programs for its promotion, it is still necessary to increase knowledge on the psychological bases for educational practice in relation to a positive school climate. This article provides a theoretical basis to understand the concept and a model of a positive school climate based on developmental and educational Psychology. In this model, school climate is a combination of personal and contextual factors that make it possible to prevent violence and promote citizenship and peace. A literature review focused on different components of a positive school climate and their normative development in students is presented together with suggestions for its promotion. A school climate is conceptualized from a positive perspective based on the promotion of prosocial behaviour.

Significados, experiências e repercussões do cyberbullying: o que dizem os adolescentes do Brasil e Angola / Meanings, Experiences, and Repercussions of Cyberbullying: What Brazilian and Angolan Adolescents Say / Significados, vivencias y repercusiones del ciberacoso: lo que dicen los adolescentes de Brasil y Angola

O cyberbullying é um fenômeno presente em todo o mundo, com incalculáveis consequências para a vida dos envolvidos. Considerando que os estudos interculturais sobre o cyberbullying realizados com os países lusófo-nos se limitam a investigações que envolvem participan-tes do Brasil e Portugal, se evidencia a necessidade de ampliar o conhecimento e investigar as perspectivas de adolescentes em outros contextos. Deste modo, o presente estudo teve o objetivo de investigar os significados, experiências e repercussões do cyberbullyingem um grupo de adolescentes do Brasil e de Angola. Um total de 50 adolescentes participaram do estudo, sendo 23 brasileiros e 27 angolanos, com idades entre 11 e 17 anos (m= 13.58 anos; dp= 1.56), majoritariamente do sexo feminino (Brasil = 52.2 %; Angola = 55.6 %), do 6º ao 12° ano de escolaridade. Para a coleta de dados utilizamos entrevistas individuais semiestruturadas e a análise de conteúdo através de uma abordagem mista (categorizações dedutiva e indutiva) foi realizada para analisar os dados. Os resultados revelaram que, embora se verifiquem divergências e similaridades no que diz respeito às três perspectivas estudadas, os adolescentes de ambos os contextos atribuem significados ao cyberbu-llying que remetem a uma perspectiva comportamental e de causalidade do fenômeno. Além disso, os brasilei-ros apresentaram porcentagens mais elevadas em termos de experiências. De modo adicional, os participantes de ambos os contextos consideraram que as consequên-cias do cyberbullying são mais presentes na vida das vítimas (esfera escolar, social, psicológica-emocional e psiquiátrica). Os resultados são discutidos lançando luz sobre o caminho ainda por trilhar nesta temática atual e abrindo perspectivas para novas interrogações.

Cyberbullying is a phenomenon present across the globe, with incalculable consequences for the lives of those involved. Considering that intercultural cyberbullying studies conducted in Portuguese-speaking countries are limited to investigations involving participants from Brazil and Portugal, the need to expand this knowledge and investigate the perspectives of adolescents in other contexts is evident. Thus, the present study aimed to investigate the meanings, experiences, and repercus-sions of cyberbullying in a group of adolescents from Brazil and Angola. A total of 50 adolescents participated in the study, 23 Brazilians and 27 Angolans, aged 11 to 17 years (m= 13.58 years; sd = 1.56), mostly female (Brazil = 52.2 %; Angola = 55.6 %), from the sixth to the twelfth grade. For data collection, we used semi-structured individual interviews and content analysis through a mixed approach (deductive and inductive categorizations) was performed to analyze the data. Results revealed that, although there are divergences and similarities regarding the perspectives studied, adolescents from both contexts attribute meanings to cyberbullying that refer to behavioral and causal pers-pectives of the phenomenon. Moreover, Brazilians presented higher percentages in terms of experiences. Additionally, participants from both contexts con-sidered that the consequences of cyberbullying are more present in the lives of the victims (school, social, psychological-emotional, and psychiatric spheres). Re-sults are discussed, shedding light on the path still to be traveled regarding this current topic and opening perspectives for new questions.

El ciberacoso es un fenómeno presente en todo el mundo, con consecuencias incalculables para la vida de los implicados. Teniendo en cuenta que los estudios interculturales sobre el ciberacoso realizados con países hablantes de la lengua portuguesa se limitan a investigaciones con participantes de Brasil y Portugal, es necesario ampliar el conocimiento e investigar las perspectivas de los adolescentes en otros contextos. Por lo tanto, el presente estudio tuvo como objetivo investigar los significados, experiencias y repercusiones del ciberacoso en un grupo de adolescentes de Brasil y Angola. Participaron 50 adolescentes, 23 brasileños y 27 angoleños, con edades comprendidas entre los 11 y los 17 años (m = 13.58 años; dt = 1.56), mayoritariamente de género femenino (Brasil = 52.2 %; Angola = 55.6 %), del 6º al 12º año de escolaridad. Para la recogida de datos se utilizaron entrevistas individuales semiestructuradas y el análisis de con-tenido mediante un enfoque mixto (categorizaciones deductivas e inductivas), llevado a cabo para analizar los datos. Los resultados revelaron que, aunque existen divergencias y similitudes en relación con las tres perspectivas estudiadas, los adolescentes de ambos contextos atribuyen al ciberacoso significados que hacen referencia a una perspectiva conductual y a la causalidad del fenómeno. Además, los brasileños presentaron porcentajes más altos en cuanto a experiencias. Así mismo, los participantes de ambos contextos consideraron que las consecuencias del ciberacoso están más presentes en la vida de las víctimas (ámbito escolar, social, psicológico-emocional y psiquiátrico). Los hallazgos se discuten arrojando luz sobre el camino que queda por recorrer en este tema actual y abriendo perspectivas a nuevos interrogantes.

Ciberbullying, ideação suicida e comunicação parento-filial em adolescentes e jovens adultos / Ciberacoso, ideación suicida y comunicación padres-hijos en adolescentes y adultos jóvenes / Cyberbullying, Suicidal Ideation and Parent-Child Communication in Adolescents and Young Adults

O ciberbullying constitui uma realidade cada vez mais presente na vida dos mais jovens e desprotegidos, o que pode perturbar o seu desenvolvimento e bemestar. O presente estudo tem como objetivo explorar a associação entre o ciberbullying, a ideação suicida e a comunicação parentofilial nos adolescentes e jovens adultos. O estudo foi feito com uma amostra de 401 adolescentes e jovens adultos, com idades compreendidas entre os 15 e os 24 anos. Recorreu-se ao Questionário de Cibervitimização (cyvic), ao Questionário de Ideação Suicida (qis) e à Escala de Avaliação da Comunicação na Parentalidade (compa) para coleta dos dados. No que se refere à idade foram encontradas diferenças significati-vas relativamente à cibervitimização. Quanto ao número de horas de utilização da Internet foram encontradas diferenças em relação à cibervitimização, à ideação suicida e à comunicação parental da figura materna nomeadamente nas subescalas confiança/partilha e metacomunicação. Foram encontradas associações entre a cibervitimização, ideação suicida e a comunicação parental do pai e da mãe. Por fim, observou-se que a ideação suicida prediz a cibervitimização, enquanto a disponibilidade da mãe prediz a cibervitimização. É urgente que este problema de saúde seja multidisciplinarmente identificado e combatido ao mesmo ritmo com que a tecnologia se entrosa e é preponderante na vida das gerações mais novas.

El ciberacoso es una realidad cada vez más presente en la vida de personas jóvenes y desprotegidas, que puede trastornar su desarrollo y bienestar. El presente estudio tiene como objetivo explorar la asociación entre el ciberacoso, la ideación suicida y la comunicación padres-hijos en adolescentes y adultos jóvenes. El estudio se realizó con una muestra de 401 adolescentes y adultos jóvenes, con edades comprendidas entre los 15 y 24 años. Para la recolección de datos se utilizó el Cuestionario de Victimización Cibernética (cyvic), el Cuestionario de Ideación Suicida (qis) y la Escala de Evaluación de la Comunicación Parental (compa). En cuanto a la edad, se encontraron diferencias significativas en la cibervictimización. Respecto al número de horas de uso de Internet, se encontraron diferencias en relación con cibervictimización, ideación suicida y comunicación parental de la figura materna, concretamente en las subescalas confianza/compartir y metacomunicación. Se hallaron asociaciones entre cibervictimización, ideación suicida y comunicación parental de padre y madre. Finalmente, se observó que la ideación suicida predice cibervictimización, a la vez que la disponibilidad materna predice ciber-victimización. Es urgente que este problema de salud sea identificado y combatido de forma multidisciplinar, al mismo ritmo que la tecnología se entrelaza y es preponderante en la vida de las generaciones más jóvenes.

Cyberbullying is a reality that is increasingly present in the lives of young and unprotected people, which can disturb their development and wellbeing. This study aimed to explore the association between cyberbullying, suicidal ideation and parent-child communication in adolescents and young adults. The study was carried out with a sample of 401 adolescents and young adults aged between 15 and 24 years. Data were collected through the Cybervictimization Questionnaire (cyvic), the Suicidal Ideation Questionnaire (qis) and the Parent-ing Communication Assessment Scale (compa-a). Considering age, significant differences were found related to cyber-victimization. Regarding the number of hours of Internet use, differences were found associated with cybervictimization, suicidal ideation and parental communication of the mother figure, namely in the trust/sharing and meta-communication subscales. Associations were found between cybervictimization, suicidal ideation and parental communication from the father and mother. Finally, it was observed that suicidal ideation and mother availability predict cybervictimization. It is urgent that this health problem be identified and fought in a multidisciplinary way at the same pace with which technology intertwines and is preponderant in the lives of the younger generations

Indian Academy of Pediatrics Guidelines on Screen Time and Digital Wellness in Infants, Children and Adolescents

Justification: Screen-based media have become an important part of human lifestyle. In view of their easy availability and increasing use in Indian children, and their excessive use being linked to physical, developmental and emotional problems, there is a need to develop guidelines related to ensure digital wellness and regulate screen time in infants, children, and adolescents. Objectives: To review the evidence related to effects of screen-based media and excessive screen time on children’s health; and to formulate recommendations for limiting screen time and ensuring digital wellness in Indian infants, children and adolescents. Process: An Expert Committee constituted by the Indian Academy of Pediatrics (IAP), consisting of various stakeholders in private and public sector, reviewed the literature and existing guidelines. A detailed review document was circulated to the members, and the National consultative meet was held online on 26th March 2021 for a day-long deliberation on framing the guidelines. The consensus review and recommendations formulated by the Group were circulated to the participants and the guidelines were finalized. Conclusions: Very early exposure to screen-based media and excessive screen time (>1-2h/d) seems to be widely prevalent in Indian children. The Group recommends that children below 2 years age should not be exposed to any type of screen, whereas exposure should be limited to a maximum of one hour of supervised screen time per day for children 24-59 months age, and less than two hours per day for children 5-10 years age. Screen time must not replace other activities such as outdoor physical activities, sleep, family and peer interaction, studies, and skill development, which are necessary for overall health and development of the children and adolescents. Families should ensure a warm, nurturing, supportive, fun filled and secure environment at home, and monitor their children’s screen use to ensure that the content being watched is educational, ageappropriate and non-violent. Families, schools and pediatricians should be educated regarding the importance of recording screen exposure and digital wellness as a part of routine child health assessment, and detect any signs of cyberbullying or media addiction; and tackle it timely with expert consultation if needed.

Representações sociais invadidas e maculadas por cyberbullying / Social representations overrun and tarnished by cyberbullying / Las representaciones sociales invadidas y manchadas por el cyberbullying

Resumo Tecnologias da informação e comunicação vêm ganhando destaque como influenciadoras do desempenho cognitivo, dada a rapidez com que as informações são geradas e disseminadas, modificando relações pessoais e profissionais. Se, por um lado, isso traz evolução e transformação, por outro pode provocar danos como o cyberbullying , violência que vulnera pessoas de forma silenciosa. Essa conjuntura requer reflexão e atuação bioética. Este estudo teve como objetivo conhecer a percepção do fenômeno do cyberbullying praticado no cotidiano profissional e pessoal. Trata-se de pesquisa exploratória e quantitativa por conveniência, da qual participaram 35 servidores públicos do Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais. Os resultados foram discutidos com base na literatura sobre tecnologia da informação e comunicação, violência digital e, principalmente, bioética.

Abstract Information and communication technologies are gaining prominence as influencers of cognitive performance, given the speed with which information is generated and disseminated, changing personal and professional relations. If, on the one hand, this provides evolution and transformation, on the other, it can cause harm, such as cyberbullying - violence that silently hurts people. Such scenario requires reflection and bioethical action. This study sought to understand the perception of cyberbullying in professional and personal daily life. This exploratory and quantitative research by convenience was carried out with 35 public servants from the Federal Institute of Education, Science and Technology of the South of Minas Gerais. Results were discussed based on the literature about information and communication technology, digital violence and, mainly, bioethics.

Resumen Las tecnologías de la información y la comunicación han ido ganando protagonismo como influyentes en el rendimiento cognitivo, dada la rapidez con la que se genera y difunde la información, modificando las relaciones personales y profesionales. Si, por un lado, esto trae evolución y transformación, por otro puede provocar daños como el cyberbullying , la violencia que violenta silenciosamente a las personas. Esta coyuntura requiere reflexión y actuación bioética. Este estudio tuvo como objetivo conocer la percepción del fenómeno del cyberbullying practicado en la vida cotidiana profesional y personal. Se trata de una investigación exploratoria y cuantitativa por conveniencia, en la que participaron 35 servidores públicos del Instituto Federal de Educación, Ciencia y Tecnología del Sur de Minas Gerais. Los resultados se discutieron a partir de la literatura sobre tecnología de la información y la comunicación, violencia digital y, principalmente, la bioética.

Cyberbullying en el contexto escolar: La percepción de los profesores / Cyberbullying no contexto escolar: a percepção dos professores / Cyberbullying in the school context: teachers' perceptions

O objetivo do estudo foi compreender a concepção dos professores sobre o cyberbullying e as estratégias utilizadas no enfrentamento dessas situações na escola. É um estudo exploratório de abordagem qualitativa. O campo empírico da pesquisa foi constituído de entrevistas semiestruturadas realizadas com seis professores de uma escola pública de Ensino Fundamental e Médio do interior do Rio Grande do Sul. Após análise das entrevistas, duas categorias foram originadas, quais sejam: Violência extramuros da escola: percepção dos professores e Ações de enfrentamento e combate ao cyberbullying desenvolvidas pela escola. Foi possível identificar as fragilidades existentes na escola, referentes à efetividade na resolução da problemática da violência, na visão dos professores. Ressalta-se a importância de uma formação inicial e continuada para os profissionais que atuam diretamente com os envolvidos a fim de que as intervenções nesse aspecto sejam mais bem-sucedidas.

El objetivo del estudio fue comprender la concepción de los profesores sobre el cyberbullying y las estrategias utilizadas en el enfrentamiento de esas situaciones en la escuela. E trata de un estudio exploratorio de abordaje cualitativo. El campo empírico de la investigación se constituyó de entrevistas semiestructuradas realizadas con seis profesores de una escuela pública de Enseñanza Primaria y Secundaria del interior do Rio Grande do Sul. Tras el análisis de las entrevistas originaron dos categorías denominadas: Violencia extramuros de la escuela: percepción de los profesores y Acciones de enfrentamiento y combate al cyberbullying desarrolladas por la escuela. Fue posible identificar las fragilidades existentes en la escuela, referente a la efectividad en la solución de la problemática de la violencia, en la mirada de los profesores. Se pone de relieve la importancia de una formación inicial y continuada para los profesionales que actúan directamente con los abarcados con la finalidad de que las intervenciones en ese aspecto sean logradas.

The aim of the study was to understand the teachers' conception of cyberbullying and the strategies used to deal with these situations at school. It is an exploratory study with a qualitative approach. The empirical field of the research consisted of semi-structured interviews carried out with six teachers from a public elementary and high school in the interior of Rio Grande do Sul state. After analyzing the interviews, two categories were created, namely: Violence outside the school: teachers' perception and Actions to cope and fight cyberbullying developed by the school. It was possible to identify the existing weaknesses in the school, referring to the effectiveness in solving the problem of violence, in the teachers' view. It emphasizes the importance of initial and continuing education for professionals who work directly with those involved, so that interventions in this aspect are more successful.

Bullying entre adolescentes brasileiros: evidências das Pesquisas Nacionais de Saúde do Escolar, Brasil, 2015 e 2019 / Bullying among Brazilian adolescents: evidence from the National Survey of School Health, Brazil, 2015 and 2019 / Bullying entre adolescentes brasileños: evidencias de las Encuestas Nacionales de Salud Escolar, Brasil, 2015 y 2019

Resumo Objetivo: estimar a prevalência de indicadores referentes ao bullying entre escolares brasileiros de 13 a 17 anos e comparar sua ocorrência entre 2015 e 2019. Método: estudo descritivo, transversal, com dados das Pesquisas Nacionais de Saúde do Escolar, realizada em todos os estados brasileiros. Foram estimadas as prevalências e os intervalos de confiança (IC95%) dos indicadores em 2019. Para testar as diferenças entre as duas edições, utilizou-se o teste t de Student (p ≤ 0,01). Resultados: a prevalência de praticar bullying reduziu de 20,4% (IC95%: 19,2-21,5) em 2015 para 12,0% (IC95%: 11,6-12,5) em 2019. Os motivos apontados para sofrer bullying foram semelhantes nas duas edições: aparência do corpo, aparência do rosto e cor ou raça. As prevalências foram semelhantes entre os estados, sendo mais elevado sofrer bullying no Tocantins, envolver-se em situações de cyberbullying em Mato Grosso e Amapá, e praticar bullying foi mais elevado no Rio de Janeiro. Conclusão: ocorreu redução da prática do bullying pela metade, e do relato de não ser bem tratado entre adolescentes brasileiros, entretanto a prevalência de sofrer bullying é elevada no país, bem como o cyberbullying. Por isso, deve-se ter atenção e priorizar políticas para redução e enfrentamento desta prática no cenário nacional.

Abstract Objective: to estimate the prevalence rate of indicators related to bullying among Brazilian students aged 13 to 17 years and compare its occurrence between 2015 and 2019. Method: this is a descriptive cross-sectional study, with data from the National Survey of School Health, carried out in all Brazilian states. The prevalence rate and confidence intervals (95%CI) of the indicators were estimated in 2019. Student's t test was used (p ≤ 0.01) to test the differences between editions. Results: the prevalence rate of bullying decreased from 20.4% (95%CI: 19.2 - 21.5) in 2015 to 12.0% (95%CI: 11.6 - 12.5) in 2019. The reasons cited for being bullied were similar in both editions: bodily appearance, facial appearance, and color/race. Prevalence rates were similar between states. The state of Tocantins presented the highest number of bully-victims; states of Mato Grosso and Amapá had the highest number of adolescents being involved in cyberbullying situations, and the state of Rio de Janeiro presented the highest number of bullies. Conclusion: there was a reduction by half in bullying and in the report on not being treated well among Brazilian adolescents; however, the prevalence rate of being bullied and cyberbullying are high in the country. Therefore, attention should be paid to policies to reduce and confront this issue on the national scene.

Resumen Objetivo: estimar la prevalencia de indicadores relacionados con el bullying entre escolares brasileños de 13 a 17 años y comparar los eventos de 2015 y 2019. Método: estudio descriptivo, transversal, con datos de las Encuestas Nacionales de Salud Escolar realizado en todos los estados brasileños. Las prevalencias e intervalos de confianza (IC95%) de los indicadores se estimaron en 2019. Para probar las diferencias entre las dos ediciones se utilizó la prueba T de Student (p ≤ 0,01). Resultados: la prevalencia de la práctica de bullying disminuyó del 20,4% (IC95%: 19,2-21,5) en 2015 al 12,0% (IC95%: 11,6-12,5) en 2019. Los motivos aducidos para sufrir bullying fueron similares en las dos ediciones: apariencia del cuerpo y rostro y color de piel o raza. Las prevalencias entre los estados brasileños fueron similares, siendo que hubo mayores índices de padecer bullying en el estado de Tocantins, de situaciones de cyberbullying en los estados de Mato Grosso y Amapá, y de hacer bullying en Río de Janeiro. Conclusión: hubo una reducción a la mitad en la práctica de bullying, con un informe señalando que la relación no es buena entre los adolescentes brasileños, sin embargo, la prevalencia de bullying y cyberbullying es alta en el país. Por lo tanto, se debe prestar atención a las políticas públicas para reducir y enfrentar esta situación en el escenario nacional.

Reliability and validity analysis of the Chinese version of cyberbullying inventory for college students / 中华行为医学与脑科学杂志

Objective:To test the reliability and validity of the Chinese version of cyberbullying inventory for college students(CICS-CV)in the context of Chinese culture and make preliminary application.Methods:A total of 1 528 college students completed the CICS-CV, and 208 students completed CICS-CV after six months.Trait anger subscale of state-trait anger expression inventory-2, and Buss-Perry aggressive qusetionnaire were used as the criterion of cyberbullying aggression, and depression anxiety stress scales were used as the criterion for cyberbullying victimization to test its validity. Item analysis, exploratory factor analysis, reliability test, calibration validity test and corss-lag analysis were conducted by SPSS 24.0 software, and confirmatory factor analysis was conducted by Mplus 8.3.Results:The results of exploratory factor analysis showed that two factors were obtained named as cyberbullying aggression and cyberbullying victimization, and the factor loadings were 0.59-0.82, 0.59-0.80.Confirmatory factor analysis showed that the fitting index of the double factor model was fitting well ( χ2/ df=2.61, CFI=0.90, TLI=0.89, RMSEA=0.04, SRMR=0.05). The internal consistency coefficient of the two subscales were 0.88, 0.89, and test-retest reliability were both 0.97. There was a significant positive correlation between cyberbullying aggression(victimization) and the criterions( r=0.23-0.42, all P<0.05). Cross-lag analysis of moral disengagement and cyberbullying aggression showed that the first measurement of moral disengagement significantly predicted the second measurement of cyberbullying aggression( β=0.16, t=2.16, P<0.05). Conclusion:The CICS-CV has good reliability and validity, which can be used as an effective tool for evaluating college students' cyberbullying in China.

Bullying y apoyo social percibido en una muestra de escolares chilenos de la región del Maule / Bullying and perceived social support in a sample of Chilean schoolchildren from the Maule region

Resumen Se estudia la relación entre agresión entre pares (incluyendo la agresión cibernética) y el apoyo social percibido en 675 alumnos chilenos, pertenecientes a cursos de sexto año básico a segundo año medio. Se administraron las escalas de agresión entre pares y de apoyo social percibido correspondientes a las variables estudiadas. Los resultados obtenidos, en primer lugar, al evaluar la agresión entre pares muestran diferencias significativas por curso, siendo mayor en niveles educativos más bajos; en segundo lugar, dan cuenta de una relación negativa entre las variables, es decir, cuando los alumnos se insertan en un entorno de agresión entre pares, independiente del rol que ejercen, más bajo es el apoyo social que perciben, coincidiendo con investigaciones previas. Se discute la importancia de incentivar estrategias que refuerce el apoyo social para minimizar los efectos de la agresión entre estudiantes en ambientes educativos e integrar en el aula futuros programas preventivos y de intervención.

Abstract It identifies the relationship between bullying (including cyberbullying) and perceived social support in 675 Chilean students belonging to sixth primary grade to second medium. instruments were applied, the aggression among peers scale and perceived social support The evince that, first in assessing aggression between pairs show significant differences by grade, being higher in lower educational levels and on the other, account for a negative relationship between the variables, ie, when students are inserted into an environment of peer aggression there are lower perceived social support, regardless of the role that they makes, coinciding with previous research. The importance of encouraging strategies that reinforce social support is discussed to minimize the effects of aggression among students in educational settings and to integrate future preventive and intervention programs in the classroom.

Analysis of mental health in cyberbullying victims and perpetrators in Spanish and Colombian adolescents / Análisis de la salud mental en víctimas y agresores de cyberbullying en adolescentes españoles y colombianos

Abstract Introduction: Due to the advance of information and communication technologies, children may be exposed to the phenomenon known as cyberbullying. The abundant literature and existing research confirm the interest that the consequences of cyberbullying can provoke in the mental health of adolescents. The aims of this work were: (1) To compare the figures of the difficulties in mental health and cyberbullying in adolescents from Spain and Colombia, (2) To analyse the relationship between mental health and being a high degree cyber-perpetrator or cyber-victim owing to mobile phones and Internet, in both countries. Method: A cross-sectional study was employed, in which 1,080 students from Colombia (11 to 17 years old) and 430 students from Spain (12 to 17 years old) participated through the SDQ, CYBVYC and CYBAGRESS questionnaires. T student, correlations, and the Kruskal Wallis test were used. Results: Difficulties in Emotional symptoms, Conduct problems, Hyperactivity, Peer problems, and the Total difficulties scores were higher in Colombia than in Spain. Colombian adolescents scored higher in cyber-victimization (CYBVYC-Internet) and cyber-perpetration (CYBAGRESS) than Spanish adolescents. However, cyber-victimisation (CYBVYC-Mobile) by way of mobile phone was higher in Spain. Moreover, those who had serious victim and serious perpetrator profiles (scores equal to or higher than the 95th percentile in the CYBAGRESS and CYBVYC scales) presented higher difficulties in Emotional symptoms, Conduct problems, Hyperactivity, and Peer problems than those who were not classified as pertaining to those profiles, in both countries. A positive and direct correlation between difficulties in mental health, cyber-victimisation, and cyber-perpetration exist, regardless of Internet or mobile phone use. Conclusions: Results show how cyberbullying has similar effects on the mental health of Spanish and Colombian teenagers. Finally, there exists a relationship between being a cyberbullying victim or perpetrator and obtaining a higher total score in mental health difficulties among adolescents in both countries.

Resumen Introducción: Debido al avance de las nuevas tecnologías los menores pueden estar expuestos al fenómeno conocido como cyberbullying. La abundante literatura e investigaciones existentes constatan el interés que pueden provocar las consecuencias del cyberbullying en la salud mental de los adolescentes. Los objetivos del trabajo fueron: (1) Comparar la puntuación en dificultades en salud mental y cyberbullying en adolescentes de España y Colombia, (2) Analizar en ambos países la relación entre salud mental y aquellos perfiles clasificados como nivel severo de ciberacosador y cibervíctima, a través del móvil o internet. Método: Estudio transversal, en el que participaron 1080 estudiantes de Colombia (11 a 17 años) y 430 estudiantes de España (12 a 17 años) a través de los cuestionarios SDQ, CYBVYC y CYBAGRESS. Se utilizaron una T de student, correlaciones y la prueba de Kruskal Wallis. Resultados: Las puntuaciones en dificultades en Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con compañeros y la Puntuación total de dificultades fueron mayores en Colombia que en España. Los adolescentes colombianos obtuvieron mayores puntaciones en cibervictimización (CYBVYC-internet) y ciberagresión (CYBAGRESS) que los adolescentes españoles. Sin embargo, las puntuaciones en cibervictimización a través del móvil (CYBVYC-móvil) fueron superiores en España. Por otro lado, en términos generales, aquellos adolescentes categorizados como ciberagresores o cibervíctimas severos (puntuaciones iguales o superiores al percentil 95) obtuvieron mayores puntuaciones en ambos países, en Síntomas emocionales, Problemas de conducta, Hiperactividad y Problemas con compañeros que aquellos que no fueron clasificados bajo esta consideración. Existe correlación positiva y directa entre la salud mental, cibervictimización y ciberagresión, independientemente de su realización por medio de internet o el teléfono móvil. Conclusiones: Existen resultados similares entre el ciberacoso y la salud mental en los adolescentes españoles y colombianos. Finalmente, existe una relación en ambos países entre ser víctima o acosador en ciberacoso y tener mayores dificultades en salud mental para ambos perfiles.

Associations between cyberbullying victimization and depressive symptoms in early adolescence / Associações entre vitimização por cyberbullying e sintomas de depressão em jovens adolescentes

OBJECTIVE: To explore distinctive links between specific depressive symptoms (e.g., anhedonia, ineffectiveness, interpersonal problems, negative mood, and negative self-esteem) and cyberbullying victimization (CBV). METHODS: This cross-sectional study collected data from 268 adolescents between the ages of 13 to 15 years-old (50.7% female) who responded to the Children's Depression Inventory (CDI) and to the Revised Cyberbullying Inventory (RCBI). RESULTS: CBV was positively associated with all CDI's domains (anhedonia, ineffectiveness, interpersonal problems, negative mood, and negative self-esteem). Demographics ­ such as age and gender ­ were not significant in explaining CBV. However, ineffectiveness (B = .46, p = .04) and negative mood (B = .37, p < .05) significantly predicted CBV. CONCLUSION: This study reports the first Brazilian examination of the links existing between CBV and specific types of depressive symptoms. Data reinforce the negative impact of cyberbullying experiences on youth's mental health, highlighting stronger associations between negative mood and CBV, which could inform more tailored interventions.

OBJETIVO: Explorar as associações diferenciais entre sintomas depressivos específicos (anedonia, ineficácia, problemas interpessoais, humor deprimido e autoestima negativa) e vitimização por cyberbullying. MÉTODOS: Trata-se de um estudo quantitativo e transversal que coletou dados de 268 adolescentes, com idades entre 13 e 15 anos (50,7% do sexo feminino), que responderam ao Inventário de Depressão Infantil (CDI) e ao Inventário de Cyberbullying revisado. RESULTADOS: A vitimização por cyberbullying esteve associada positivamente com todos os domínios avaliados pelo CDI (anedonia, ineficácia, problemas interpessoais, humor deprimido e autoestima negativa). Dados demográficos ­ como idade e sexo ­ não se mostraram significativos na predição da vitimização por cyberbullying. Todavia, ineficácia (B = 0,46, p = 0,04) e humor negativo (B = 0,37, p < 0,05) foram preditores significativos da vitimização por cyberbullying. CONCLUSÃO: O estudo apresenta os primeiros resultados empíricos brasileiros associando a vitimização por cyberbullying com sintomas específicos de depressão. Os dados reforçam o impacto negativo das experiências de cyberbullying na saúde mental dos jovens, revelando associações mais robustas entre humor deprimido e vitimização por cyberbullying, o que pode subsidiar ações de tratamento e prevenção.