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"Cyberbullying"
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Cyberbullying across the Lifespan of Education: Issues and Interventions from School to University
Research on cyberbullying amongst students has tended to be conducted separately within specific education institutional contexts, schools, further education (FE) and higher education (HE), neglecting a view that takes account of the entire educational lifespan. The present article addresses this gap in the literature, providing a novel take on examining its nature, social environments, legal consequences and potentially helpful interventions. To facilitate this, the article conceptualises cyberbullying in broad terms, recognising that it can take multiple forms of online and digital practice including: spreading rumours, ridiculing and/or demeaning another person, casting aspirations on the grounds of race, disability, gender, religion or sexual orientation; seeking revenge or deliberately embarrassing a person by posting intimate photos or videos about them without their consent; accessing another’s social networking profiles with malicious intent and socially excluding a person from a social network or gaming site. This article demonstrates that harm from cyberbullying is a cause for concern for students at each developmental stage and that there are continuities in its appearance that need to be challenged at each point in the educational lifespan. And inaccurately, by university, the idea that ‘nothing can be done’ still is one of the main concerns for the victims. The article concludes with five key recommendations for future research and practice across the educational lifespan.
Journal Article
Teachers' management of cyberbullying on China's social media sites: A case study in Shandong Province, China
In recent years, cyberbullying on social media sites has increased among adolescents and even adults. While there are many factors and forms of cyberbullying, schoolchildren are vulnerable groups that are exposed to cyberbullying threats to their mental and emotional health. On the other hand, teachers have the responsibility in the place of the parent while at school, and they need to manage the issue at bay. This study focuses on the identification and analysis of teachers' advice about cyberbullying, thus leading to the conceptualization of a decision-making model for the school to guide other teachers on this matter. This study is an explorative case study conducted in a prominent, semi-private international school in Lingyi, Shandong Province, China. With the purposive sampling approach, thirty-two teachers volunteered in this study; to recap and describe their encounters through writing in an online survey form. As analysis, their responses were validated for trustworthiness, while codes are checked through member checking, and eventually thematically analyzed to address the research questions. Findings from this study revealed a list of tactics that were categorized into three themes: (a) Preventive measures; (b) Counter-measures, and (c) Corrective measures. Each of these categories highlights specific ways that teachers suggest their students to when confronted with cyberbullying. Thereafter, each category was integrated as a model of decision-making in cyberbullying for improvements to the standard operating protocol of the researched school. In addition, this study proposes more similar research in other school settings so that more advisory tactics can be accumulated to enable education policymakers, school administrators, and teachers to make better decisions to manage issues associated with cyberbullying.
Journal Article
Cyberbullying
This volume describes different types of cyberbullying, and how young people can deal with it.
Book
Cyberbullying and Psychological Well-being in Young Adolescence: The Potential Protective Mediation Effects of Social Support from Family, Friends, and Teachers
In the current study, we tested the relations between cyberbullying roles and several psychological well-being outcomes, as well as the potential mediation effect of perceived social support from family, friends, and teachers in school. This was investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged 10–13 years, self-reporting via a web questionnaire) attending community and private schools in a mid-sized municipality in Sweden. We concluded from our results that the Cyberbully-victim group has the highest levels of depressive symptoms, and the lowest of subjective well-being and family support. We also observed higher levels of anxiety symptoms in both the Cyber-victims and the Cyberbully-victims. Moreover, we conclude that some types of social support seem protective in the way that it mediates the relationship between cyberbullying and psychological well-being. More specifically, perceived social support from family and from teachers reduce the probability of depressive and anxiety symptoms, and higher levels of social support from the family increase the probability of higher levels of subjective well-being among youths being a victim of cyberbullying (i.e., cyber-victim) and being both a perpetrator and a victim of cyber bullying (i.e., cyberbully-victim). Potential implications for prevention strategies are discussed.
Journal Article
Victimología cibernética
Los delitos cibernéticos son hoy por hoy una de las preocupaciones más grandes para el derecho moderno, pero parece que hemos dejado a un lado al sujeto pasivo de los mismos, las víctimas, este es un estudio dedicado a ellas, sus vulnerabilidades y encuadres con el objetivo de regresarle la carga de culpabilidad al sujeto activo y buscar la prevención y la reparación del daño correspondiente y necesaria. Con nueva tecnología se crean nuevas formas comitivas de delitos y con ellas nuevas víctimas que son las que estudiaremos en el presente escrito.Usando el informe Norton del 2016 del 2016 al 2022 diagnóstico de seguridad inicial nos arrojan cifras verdaderamente alarmantes, y siendo la victimología una ciencia de carácter preventivo, es necesario comenzar a crear conciencia en la sociedad en general de que nuestra esfera jurídica se está expandiendo al mundo cibernético, con elementos intangibles y muchas veces incontrolables, además que crece a pasos exponenciales.
eBook
Cyberbullying : approaches, consequences and interventions
Drawing on research evidence and media coverage, this book explores a number of key debates surrounding cyberbullying. The increasing digitisation of society affords many benefits; however, some of these benefits are offset by more adverse consequences. This book represents one of the adverse consequences of technology use, which has become a topic of increasing societal concern.
Book
Cyberbullying Perpetration and Socio-Behavioral Correlates in Italian and Spanish Preadolescents: A Cross-National Study and Serial Mediation Analysis
The spread of information and communication technologies (ICTs) has brought advantages and disadvantages, particularly impacting youth, who use the Internet and social media applications daily. In preadolescents’ social development, problematic social media use (PSMU) and cyberbullying (CB) are potential risk factors across several countries. PSMU is defined as the lack of regulation of social media platforms that is associated with negative outcomes in everyday life, while CB refers to using digital technology to harass, threaten, or embarrass another person. Among preadolescents, CB perpetration is frequently associated with cybervictimization (CV) experiences. The underlying mechanisms that drive this relationship have received limited attention. The aim of the cross-national comparative study, rooted in the general aggression model, is to investigate the direct and indirect effects between cyberbullying perpetration and cybervictimization, testing a model involving PSMU and moral disengagement (MD) as serial mediators in this association. A total of 895 Italian and Spanish preadolescents (Mage = 11.23, SDage = 1.064) completed a self-report survey during school hours. Descriptive statistics were computed, and a serial mediation model was run. The results show that CV is positively associated with CB, and that PSMU and MD positively serially mediate the CV–CB link. This study’s insights suggest the need for tailored educational interventions targeting European youth, to promote more positive online social interactions and a safer digital environment.
Journal Article