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Using a multi-methods research design, this study classified the contents of cyberbullying messages, measured their frequency and associations with offline bullying, and examined whether and how peer groups in social networks promote these behaviors.

Beginning in January 2015, 164 adolescents from 2 Iowa middle schools, grades 6 through 8, were surveyed. Two surveys, one at the start of the spring semester and one at the end of spring 2015, gathered self-reported information on perpetration, victimization, and witnessing of online and offline bullying and the structure of peer networks. A total of 77 students furthermore participated in an electronic capture period from January through May 2015. Participant smartphones were equipped with an application that collected incoming and outgoing text messages and Facebook and Twitter activity, and also surveyed them weekly about their bullying experiences. Demographic information collected included age, grade, gender, ethnicity, parents' marital status, household composition, religiosity, and socioeconomic status.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

The purpose of this study was to conduct content and process evaluations of current internet safety education (ISE) program materials and their use by law enforcement presenters and schools. The study was divided into four sub-projects. First, a systematic review or "meta-synthesis" was conducted to identify effective elements of prevention identified by the research across different youth problem areas such as drug abuse, sex education, smoking prevention, suicide, youth violence, and school failure. The process resulted in the development of a KEEP (Known Elements of Effective Prevention) Checklist. Second, a content analysis was conducted on four of the most well-developed and long-standing youth internet safety curricula: i-SAFE, iKeepSafe, Netsmartz, and Web Wise Kids. Third, a process evaluation was conducted to better understand how internet safety education programs are being implemented. The process evaluation was conducted via national surveys with three different groups of respondents: Internet Crimes Against Children (ICAC) Task Force commanders (N=43), ICAC Task Force presenters (N=91), and a sample of school professionals (N=139). Finally, researchers developed an internet safety education outcome survey focused on online harassment and digital citizenship. The intention for creating and piloting this survey was to provide the field with a research-based tool that can be used in future evaluation and program monitoring efforts.