Völlink, T, Dehue, F & Mc Guckin, C. (2016) Cyberbullying: From theory to intervention (Current Issues in Social Psychology). United Kingdom: Routledge.

Information communication technologies (ICT) are becoming a natural and normal part of day to day life for the average child and adolescent (Völlink, Dehue & Mc Guckin 2016). This first line from the text Cyberbullying: From theory to intervention clearly illustrates the role ICT plays – positive and negative – in the lives of young people and sets the tone for the overall discussions presented. The first major studies addressing the concept of cyberbully were published in the early 2000’s, since then many more investigations have occurred with various focus. Cyberbullying: From theory to intervention by Völlink, Dehue & Mc Guckin defines the problem of cyberbullying, its unique features and strategies for prevention. The book brings together international researchers who have pooled their knowledge to advance the understanding of cyberbullying.

The text is divided into two parts. The first part explores the nature of cyberbullying – what it is, how it differs from traditional bullying, and the associated impacts on physical, mental and behavioural well-being. Part 2 shifts the focus to intervention and prevention with specific attention paid to four developed programs. Each program is targeted at both traditional and cyberbullying using a theoretical base with electronic communication tools. A final chapter at the conclusion of the book provides an evaluation of the information presented in parts one and two, with a view to how the discussion can move forward.

Overall this text is informative and easy to read. The information and statistics presented in the first part provide the reader with a good standpoint on which to recognise the impact of cyberbullying. The different programs presented in Part 2 pose additional stimulus for learning through exploration of effective strategies for intervention and prevention of cyberbullying. A solid textbook suitable for academics, researchers, teachers and interested undergraduates.

Reviewed by Anda Davies

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