Cyberbullying in adolescents with an acquired brain injury

Project summary

There is a substantial body of evidence showing that social connectedness is a crucial aspect of adolescence, and it is linked to a greater sense of psychological and emotional well-being (McLoughlin, Spears, Taddeo, & Hermens, 2019). Additionally, it contributes to positive behavioural and academic outcomes. In today's digital age, the increased use of social media has the potential to enhance social connectedness. Adolescents who are more socially connected tend to have a stronger peer support system, which in turn boosts their sense of self-worth and identity (Pinheiro Mota & Matos, 2013). On the other hand, those who lack such connections and support systems are often vulnerable to cyberbullying.

Cyberbullying takes place on different digital platforms, such as social media (like Facebook), where vulnerable adolescents are targeted, threatened, intimidated, and harassed. Victims of cyberbullying can experience social isolation, leading to behavioural, emotional, and academic challenges. Adding complexity, an adolescent-acquired brain injury brings a range of challenges to the developing brain. These challenges include cognitive, psychological, and social challenges, resulting in negative impacts on social and emotional outcomes. For instance, adolescents with traumatic brain injuries are more likely to lose existing friendships and face challenges in forming new ones, leading to social isolation, loneliness, depression, and anxiety, ultimately affecting their self-esteem (Katia, Normand, & Céline, 2014). Additionally, they are at a higher risk of becoming targets of cyberbullying due to factors such as cognitive deficits (Ilie et al, 2014; Gould, Carminati & Ponsford, 2023). However, the effects of cyberbullying on the developing and injured adolescent brain have not been thoroughly explored.

This PhD aims to consolidate current evidence and cultivate a thorough understanding of cyberbullying in adolescents with an acquired brain injury. The project could involve:

• To conduct a systematic (or other) review to investigate the prevalence of cyberbullying and adolescent brain injury in existing literature
• To gain insight into the risk factors/predictors associated with cyberbullying among adolescents who have suffered an acquired brain injury
• To explore impactful intervention strategies to address and reduce these risks

Entry Requirements

Applicants will need either a first-class or upper-second-class honours degree accredited by the British Psychological Society in Psychology or a related subject area.

International students may also need to meet our English language requirements. Find out more about our entry requirements for international students.

Project specific requirements must align with the University’s standard requirements.

How to apply

Please contact Dr Natasha Felles (N.Felles@derby.ac.uk) in the first instance for more information on how to apply. The University has four starting points each year for MPhil/PhD programmes (September, January, March and June). Applications should be made at least three months before you would want to start your programme. Please note that, if you require a visa, additional time will be required.

Funding

Self-funded by student. There is a range of options that may be available to you to help you fund your PhD.

Supervisors

References

Gould, K. R., Carminati, J. Y. J., & Ponsford, J. L. (2023). “They just say how stupid I was for being conned”. Cyberscams and acquired brain injury: A qualitative exploration of the lived experience of survivors and close others. Neuropsychological rehabilitation, 33(2), 325-345.

Ilie, G., Mann, R. E., Boak, A., Adlaf, E. M., Hamilton, H., Asbridge, M., ... & Cusimano, M. D. (2014). Suicidality, bullying and other conduct and mental health correlates of traumatic brain injury in adolescents. PloS one, 9(4), e94936.

Katia, S., Normand, B., & Céline, L. (2014). Current needs, the future of adolescents and young adults having sustained a moderate or severe Traumatic Brain Injury (TBI) and the potential of their social participation. Open Journal of Therapy and Rehabilitation, 2014.

McLoughlin, L. T., Spears, B. A., Taddeo, C. M., & Hermens, D. F. (2019). Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health. Psychology in the Schools, 56(6), 945-958.

Pinheiro Mota, C., & Matos, P. M. (2013). Peer attachment, coping, and self-esteem in institutionalized adolescents: The mediating role of social skills. European journal of psychology of education, 28(1), 87-100.