Cyberbullying is a very complex phenomenon that with the spread of new social media platforms can have repercussions on public health including several aspects, psychological such as depression until the extreme case of suicide, and social such as isolation and exclusion. The emerging field of social neuroscience through the interdisciplinary approach between neurophysiology and social and clinical psychology can make important contributions in deepening the mechanisms involved in the cyberbullying victimization.
In the broader context of school victimization, cyberbullying victimization is one of the most widespread and modern forms of peer-victimization. Cyberbullying victimization is a risk factor for mental health in adolescents. While the connection between Cyber-bullying victimization and psychological or psychopathological outcomes is well established, little is known about the possible mechanism that mediates and explain these relationships. The theoretical model about the correlations between Mental Health and cyber peer-victimization is very scant, particularly in the emerging field of social neuroscience.
This is an important issue for both theoretical, school setting and clinical purposes, and to improve more efficient prevention strategies.
This Research Topic aims to bring an interdisciplinary point of view and cultural perspectives from international researchers which explores theoretical and empirical findings of the relationships between cyberbullying victimization and mental health in adolescents.
To this end, we are soliciting manuscripts from researchers which focus on:
• examining the factors that mediates the relationships between cyberbullying victimization and mental health;
• testing and discussing theoretical models on the relationships between cyber-bullying and mental health in the pre- and adolescent age;
• highlighting the limits and new challenges in this area of research;
• supporting prevention strategies in school setting and clinical interventions, with references in the area of clinical, public health, neuroscientific, educational and cognitive-behavioral approaches.
Image by Gerd Altmann from Pixabay
Cyberbullying is a very complex phenomenon that with the spread of new social media platforms can have repercussions on public health including several aspects, psychological such as depression until the extreme case of suicide, and social such as isolation and exclusion. The emerging field of social neuroscience through the interdisciplinary approach between neurophysiology and social and clinical psychology can make important contributions in deepening the mechanisms involved in the cyberbullying victimization.
In the broader context of school victimization, cyberbullying victimization is one of the most widespread and modern forms of peer-victimization. Cyberbullying victimization is a risk factor for mental health in adolescents. While the connection between Cyber-bullying victimization and psychological or psychopathological outcomes is well established, little is known about the possible mechanism that mediates and explain these relationships. The theoretical model about the correlations between Mental Health and cyber peer-victimization is very scant, particularly in the emerging field of social neuroscience.
This is an important issue for both theoretical, school setting and clinical purposes, and to improve more efficient prevention strategies.
This Research Topic aims to bring an interdisciplinary point of view and cultural perspectives from international researchers which explores theoretical and empirical findings of the relationships between cyberbullying victimization and mental health in adolescents.
To this end, we are soliciting manuscripts from researchers which focus on:
• examining the factors that mediates the relationships between cyberbullying victimization and mental health;
• testing and discussing theoretical models on the relationships between cyber-bullying and mental health in the pre- and adolescent age;
• highlighting the limits and new challenges in this area of research;
• supporting prevention strategies in school setting and clinical interventions, with references in the area of clinical, public health, neuroscientific, educational and cognitive-behavioral approaches.
Image by Gerd Altmann from Pixabay
