Suggestions for revising/extending the DAPHNE 3 questionnaire

1. Suggestions for revising/extending the DAPHNE 3 questionnaire

2. Computer use and literacy • Only briefly examined by DAPHNE 2 – where we asked 3 questions – do you have a • 1) mobile phone, • 2) PC, • 3) Access to the internet • Relationship between mobile/internet use and cyberbullying needs to be examined more closely • So would suggest some questions which examine ownership and use of these technologies • Possible questions could be: • How often do you use your mobile phone/internet • Do you use mobiles/internet unsupervised • How do you use mobiles/internet (e.g. texting, social networking sites, gaming • These could be important in understanding exposure to and risk of cyberbullying

3. Children’s definitions of cyberbullying • Important to understand how children define cyberbullying, as this may be different to how we consider it as researchers • Concepts of repetition, intent and imbalance of power need to be examined in cyberbullying, as these may differ to traditional bullying • One possibility for doing this is incorporating a behavioural checklist, which gives a list of items which children can rate as being cyberbullying or not cyberbullying. • For example, is cyberbullying: • Sending a nasty text to a friend who has upset you • Sending many nasty texts to a friend who has upset you • Filming someone in an embarrassing situation on your mobile and sending it to others • This would provide an indication of childrens understanding of cyberbullying, and may provide a clearer definition for future research

4. Children’s coping strategies • As the second phase of this project will evaluate resources to prevent cyberbullying, children’s own coping strategies and sources of advice may be important to consider • Could incorporate a new section to the questionnaire which asks children to describe how they have or would prevent cyberbullying • For example • What would you do if you experienced cyberbullying • To whom would you go to seek advice (e.g. friends, teachers, parents) • Do you have any suggestions for how cyberbullying can be prevented • What is needed to prevent cyberbullying • This would be useful for informing preventative resources and strategies, and could also be used in the second phase of DAPHNE 3

5. Bystander attitudes towards cyberbullying • Building on the bystander questions used in the DAPHNE 2 questionnaire, this section could give an understanding of children’s attitudes towards cyberbullying, and how they react to it • Would be based around the questions used in DAPHNE 2, but due to their complexity and length these would need to be revised • Examine participant role approach in cyberbullying, using example behaviours based around defenders, reinforcers, assistants and outsiders • For each behaviour can use a 4/5 point likert scale to rate the likelihood of how the child would react • For example: If one of your schoolmates was being cyberbullied through their mobile phone, which of the actions below would you be most likely to take:

6. Psychosocial correlates of cyberbullying • Builds upon those examined in DAPHNE 2 – loneliness (Melotti, 2006) and self esteem (Melotti and Passini, 2002) • Could include additional scales which examine a wider range of psychosocial correlates • For example: • Introversion/Extraversion • Resilience • Empathy • Aggression • Prosocial behaviour • Would provide an examination of the personal characteristics of cyber bullies/victims, and give an indication of the risk and protective factors which underlie cyberbullying