Clinical Practice with Children and Adolescents Involved in Bullying and Cyberbullying: Gleaning Guidelines from the Lit
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ORIGINAL PAPER
Clinical Practice with Children and Adolescents Involved in Bullying and Cyberbullying: Gleaning Guidelines from the Literature David S. Byers1 · Faye Mishna2 · Carolyn Solo1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Bullying and cyberbullying have received unprecedented international scholarly attention over the last three decades, including increasingly sophisticated descriptive models, measures of associated harm, and studies of whole-school intervention programs. Despite an abundance of articles related to bullying and cyberbullying, there has been relatively little attention to clinical practice with children and adolescents involved in bullying and cyberbullying. The purpose of this article is to provide a comprehensive review of peer-reviewed academic journal articles published between January 1990 and June 2018 pertaining to individual and group psychotherapy with clients involved in bullying and cyberbullying. Based on this review, we identify four guidelines for clinical practice related to bullying and cyberbullying with children and adolescents. Keywords Bullying · Cyberbullying · Clinical practice Unprecedented international research over the last 30 years has examined various aspects of bullying, and more recently cyberbullying, including prevalence (Craig et al. 2009; Modecki et al. 2014) and associated psychosocial and medical problems (Cuevas et al. 2009; Ttofi et al. 2011). At the same time, however, to date there has been remarkably little attention related to direct clinical practice, including psychotherapy, with clients who are involved in bullying and cyberbullying, whether engaging in bullying, being victimized, or witnessing the bullying. Considering prevalence rates alone, it is highly likely that clinicians in schools and community settings regularly encounter clients involved in bullying and cyberbullying in various ways. Bullying includes a range of intentional, repetitive, direct and indirect forms of aggression targeting one or more peers with relatively less power (Olweus 2009; Pepler et al. 1999). * David S. Byers [email protected] Faye Mishna [email protected] Carolyn Solo [email protected] 1
Bryn Mawr College Graduate School of Social Work and Social Research, Bryn Mawr, PA 19010, USA
Factor‑Inwentash Faculty of Social Work, University of Toronto, Toronto, ON, Canada
2
Cyberbullying generally refers to bullying using digital technology and social media (Hinduja and Patchin 2008; Smith et al. 2008). Despite similarities, bullying and cyberbullying can operate differently. Cyberbullying can intrude beyond schools and public places into homes, and there is both a perception of online anonymity and the possibility of actual anonymity among adolescents, which can sometimes lead to intensified attacks (Mishna et al. 2009; Suler 2004). The factor of power imbalance is thought to work differently with cyberbullying: Sometimes, for instance, individuals and groups target peers online who actually have relatively more
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