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Wong, Yee Man. "Understanding cyber-bullying : an empirical investigation." HKBU Institutional Repository, 2013. https://repository.hkbu.edu.hk/etd_ra/1541.
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Archer, Megan Marie. "The “Stop Cyber Bullying” Media Campaign: A Qualitative Study of Cyber Bullying and Its Implications at Marietta Middle School." Marietta College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1336674176.
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Rafferty, Rebecca S. "Motvations Behind Cyber Bullying and Online Aggression: Cyber Sanctions, Dominance, and Trolling Online." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1306953934.
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Falconer, Sarah E. "Reality Bytes : P, characteristics of bullying in the cyber and non-cyber environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/363.
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Non-cyber bullying is a familiar, intricate and pervasive problem among school-aged youth. However, it was not until the 1970’s that attempts were made to systematically define and research the phenomenon (Olweus, 1978; Olweus, Limber, & Mihalic, 1999). Since this time, non-cyber bullying has been thrust on the international public health agenda with many researchers attempting to define and investigate the prevalence of the behaviour (Olweus, 1991; Rigby & Slee, 1991). Significant prevalence estimates contributed to the consequent investigation of individual behavioural attributes that help explain the phenomenon. However, much of this research neglected the social and environmental influences related to non-cyber bullying behaviour. Further, forming a unified definition to conceptualise the behaviour has proven a difficult task due to variances in criteria and semantics. Consolidating the classification and attributes of the non-cyber bullying definition and ensuring it is understood by all (i.e. parents, teachers, students and the wider community) becomes as essential component in accurately interpreting the incidence and prevalence of the behaviour (Vaillancourt, McDougall, Hymel, Krygsman, Millar, Stiver et al., 2008).
The emergence of digital communication technologies, including mobile phones and the Internet, provide a new medium from which students can bully others. Known as cyber bullying, this type of bullying is described as an electronic form of traditional bullying behaviour (Kowalski, Limber, & Agaston, 2008) rather than a new type (Anderson & Strum, 2007). The definition and semantic ambiguities present in the non-cyber bullying definition are further compounded by the complexities present in the cyber environment, as the behaviour is no longer bound to physical space and time. Further, research-to-date has focused largely on the extent and nature of cyber bullying and the general characteristics of those who engage in it, with little emphasis being placed on the mechanisms and processes for preventing and dealing with it.
This thesis presents qualitative data collected by the Environment of Bullying Study (EBS) - a sub-study of the Cyber Bullying Prevention Project (CBPP), to discover what it is about the cyber and non-cyber environments that impacts upon the prevalence, types, harms and possible responses to bullying. The CBPP was a two-year formative study into cyber bullying involving Year 4, 6 and 10 students from six schools throughout Western Australia.
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Hutchinson, Sheonti. "What role does technology play in cyber bullying." UOIT, 2009. http://hdl.handle.net/10155/51.
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Williams, Alyssa. "Cyber bullying : an evaluation of Florida's recent enactment." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1523.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Health and Public Affairs
English
7
Dinakar, Karthik. "Ruminati : modeling the detection of textual cyber-bullying." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76572.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 91-96).
The scourge of cyber-bullying has received widespread attention at all levels of society including parents, educators, adolescents, social scientists, psychiatrists and policy makers at the highest echelons of power. Cyber-bullying and it's complex intermingling with traditional bullying has been shown to have a deeply negative impact on both the bully as well as the victim. We hypothesize that tackling cyber-bullying entails two parts - detection and user-interaction strategies for effective mitigation. In this thesis, we investigate the problem of detecting textual cyber-bullying. A companion thesis by Birago Jones will investigate use-interaction strategies. In this thesis, we explore mechanisms to tackle the problem of textual cyber-bullying using computational empathy - a combination of detection and intervention techniques informed by scoping the social parameters that underlie the problem as well as a socio-linguistic treatment of the underlying socially mediated communication on the web. We begin by presenting a qualitative analysis of textual cyber-bullying based on data gathered from two major social networking websites and decompose the problem of detection into sub-problems. I then present Ruminati - a society of models of models involving supervised learning, commonsense reasoning and probabilistic topic modeling to tackle each sub-problem.
by Karthik Dinakar.
S.M.
8
Lal, Shubhangi S. "Designing Interventions for Cyber-bullying: A Design Thinking Approach." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627666831641494.
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Sedlar, Aaron Edward. "The Effects of Experienced Cyber-Aggression on Subsequent Aggressive Behavior among College Students." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806.
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Bradbury, Stacey Lynn. "Adolescent Coping Strategies for In-person Bullying and Cyberbullying." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370276537.
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Topcu, Cigdem. "The Relationship Of Cyber Bullying To Empathy, Gender, Traditional Bullying, Internet Use And Adult Monitoring." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610134/index.pdf.
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The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined.
The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &
Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo
scores were higher than females&rsquo
for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.
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Davidson, Stephanie. "Grave Consequences for Youths at the Hands of Cyber-bullying." UOIT, 2009. http://hdl.handle.net/10155/50.
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Batterbee, Wendy Ann. "Cyber bullying : bare schools filling the legal gap? / W. Batterbee." Thesis, North-West University, 2014. http://hdl.handle.net/10394/10651.
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The intent of this concurrent mixed methods study was to examine whether public schools are geared to fill the legal gap that exists between the available cyber technology and managing learner cyber bullying effectively. In the study, non-experimental, descriptive survey research was used to determine the occurrence of cyber bullying at school level, according to the experiences and views of educators and learners at public schools in Sedibeng East district (D7). At the same time, cyber bullying at school level was explored by conducting a document analysis of the Codes of Conduct of participating schools in D7. The reason for combining both quantitative and qualitative data was to understand the research problem better by converging both broad quantitative numeric trends and more detailed qualitative data. Moreover, this study was based on an advocacy and participatory worldview and aimed to improve and adjust, among others, participants‟ lives by attending to an explicit problem that articulates significant social issues of the day. The study aimed at designing a strategy to counteract cyber bullying at schools, while at the same time increasing educators and learners‟ awareness of cyber bullying – and through them also the awareness of parents/caregivers. In view of this, the researcher considered primary and secondary literature sources in order to gather information on cyber bullying, relevant legislation and relevant guidelines/policies. Linked to the advocacy and participatory research design, the research of this thesis followed a mixed-method design, involving non-experimental, descriptive survey research, analytical research using legal analysis and a document analysis of the Codes of Conduct of participating schools. These different quantitative and qualitative research methods were used in order to investigate, explore and understand whether the selected schools were able to fill the legal gap that exists between cyber technology and managing learner cyber bullying. These data sources were firstly analysed separately by generating the data, investigating the meaning, exploring the data inductively and characterizing the emerging results. The second stage was that of fusing the datasets by merging the results and the findings in order to answer the research question, which, in this study, was whether schools are geared to fill the legal gap that exists between the available cyber technology and managing cyber bullying. The researcher then focused on proposing innovative guidelines to develop a strategy to support schools in bridging the legal gap regarding cyber bullying. These guidelines were compiled in line with (1) relevant legislation and other legal documents that are already in place to counter-balance cyber bullying at school level; (2) the Curriculum Assessment Policy Statement (CAPS) that Grades R-6 and 11 are currently using in Life Skills lessons; and (3) the Positive Behaviour Interventions and Support (PBIS) approach towards reducing disciplinary challenges such as cyber bullying at schools. The Life Skills programme was used to develop an eight week strategy to support schools in bridging the legal gap between existing cyber technology and managing cyber bullying. In order to operationalize this strategy, the researcher chose the participatory management model. This model ensured the involvement of all staff members, parents/caregivers, learners and community members in the planning process. The strategy to be implemented consisted of two phases. The first phase aimed at counteracting cyber bullying at school level involved taking a comprehensive look at the identified legislation and subordinate legal documents in order to consider to what extent aspects could be regarded as relevant to forming a legal framework for the suggested guidelines. The second phase to develop a strategy aimed at counteracting cyber bullying at school level involved taking a comprehensive look at the strengths and weaknesses that were identified while analysing the twelve participating schools‟ Codes of Conduct in order to consider how these aspects could form part of the suggested guidelines.PhD (Education Law), North-West University, Vaal Triangle Campus, 2014
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Zhang, Xiao Hong. "An exploration of student teachers’ interaction with on-line activities, and their influence on their teaching topics such as netiquette and cyber-bullying: an Australian and Chinese study." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367942.
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The Internet has undergone unprecedented development around the world in the last
ten years. Increasingly, many millions of people are becoming involved in a wide variety
of on-line activities. However, Internet Chat Rooms (ICRs) have become a focus for
various crimes and unethical behaviour because of their anonymity and freedom,
especially in activities related to sexual solicitation, violence and bullying.
This study aims to investigate Australian and Chinese student teachers’
engagement in three on-line activities in Internet chat rooms, namely; playing on-line
games; making friends and sexual solicitation; and cyber-bullying. This study also
examines how student teachers perceive the effect of these three specific activities on
themselves. In light of student teachers’ perceptions of these three activities, and their
own practice of netiquette in on-line chat rooms, these student teachers’ beliefs about
what should be taught to 11-year-old Primary school students are also investigated,
including cyber-ethics and cyber-legal issues. Based on this broad aim, six specific
research questions are posed.
The sample for this study included current university second-year Bachelor of
Education Primary School student teachers at a large state university in South East
Queensland, Australia, and also at a large state university in East China. This study used
a questionnaire that gathered both quantitative and qualitative data. The findings from
this study show that these Australian and Chinese student teachers showed they did not
consider that playing on-line games would affect their behaviour either in ICRs or in the
real world. Australian student teachers thought that ICRs are safe places to make friends,
but Chinese student teachers did not think so. Australian and Chinese student teachers
predicted that when they become qualified teachers, they would like to teach upper
Primary students about issues of cyber-bullying and playing on-line games. The
Australian student teachers were willing to consider teaching upper Primary school
students about making friends and sexual solicitation in ICRs, while Chinese student
teachers were not willing to do so. Regarding netiquette, Australian student teachers
indicated that they were not confident that ethical knowledge and ethical legislation can
control on-line activities. However, Chinese student teachers were.
The findings of the study appear to support three theories that were applied in this
research to explain the reasons of youth on-line behaviour, namely, Cyber Psychological
Theory, Moral Development Theory, and Space Transition Theory. The findings also
recommend that teachers, parents, and Departments of Education should work together to
protect youth on-line. Cyber-ethical and cyber-legal knowledge should be included in
formal education curricula in Primary schools in both countries to protect young people
on-line, as well as prevent young people from possible dangerous situations generated in the real off –line world resulting from participating in ICRs.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Treurnich, Janetta M. "A secondary school teacher’s experiences as a victim of cyber bullying." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45897.
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The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers.
I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes.
The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors.
To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying.
An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying.Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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Stauffer, Sterling V. "High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2778.
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Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber bullying; and which prevention strategies would be most helpful in preventing cyber bullying at school. Descriptive statistics and effect sizes (Cohen's d effect size) were used to describe teachers' perceptions. Based on participants' responses, about 25% of teachers indicated that cyber bullying does not have long lasting negative effects, and that cyber bullying prepares students for life. When addressing cyber bullying, teachers were most likely to report incidents to administrators, talk to the cyber bully, and talk to the victim. Approximately 42% of teachers indicated that a formal bully prevention program that addressed cyber bullying should be implemented. Of proposed strategies to decrease cyber bullying, teachers perceived the following strategies as most helpful: increased parental involvement, warning students about consequences for cyber bullying, and increased consequences for cyber bullying. Administrators are encouraged to survey and consider teachers' perceptions before implementing formal bully prevention programs that target cyber bullying. Additionally, strategies should be considered to foster greater teacher buy-in, thus improving intervention fidelity and ultimately creating a unified effort focused on decreasing student cyber bullying.
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Southern, Sophie. "Nätmobbning - vem bär ansvaret? : En kvalitativ studie om lärares syn på ansvarsfördelningen mellan föräldrar och lärare vid förekomsten av nätmobbning." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20984.
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The phenomena of cyber bullying is relatively new, but it is now more prevalent than ever as children today have access to the internet on a daily basis, in school as well as at home. Although cyber bullying is an increasing problem in today’s society, there seem to be few guidelines for teachers to follow when using the internet with their students in school. The purpose of this study is to investigate who, according to six teachers, has the responsibilities revolving cyber bullying – teachers or parents. There has not been very much research done revolving the issue. The questions that are going to be raised in this study are who the six interviewed teachers think is responsible for taking actions revolving cyber bullying, if there are any guidelines about how to work with the problem, if teachers and parent work together to prevent and act against cyber bullying and what kind of education teachers and parents get to increase their awareness about bullying and cyber bullying. This study is built on interviews with six teachers from three different schools. Two of the schools work with a bullying program that is based on Olweus methods against bullying. The third school has a collaboration with the organisation Friends. This study has its theoretical outcome in Olweus’ methods against bullying in general and Campbell’s definition of what cyber bullying means. Regarding responsibility this study is built on the definition of two different kinds of responsibilities, the moral kind and the legal kind. The conclusions of this study are that the responsibility is not something you can put on either the parents or the teachers, it is a shared responsibility between both parts since the children have access to the internet almost anywhere. There is also a need of guidelines regarding how to act in a case of cyber bullying as there are no known guidelines to turn to today. Some schools seem to have a collaboration between parents and teachers to prevent and act against cyber bullying, where other schools do not. The same schools that have that collaboration also seem to educate both teachers and parents about cyber bullying.
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Cheung, Tsz-hin, Fraser Alistair David, Pui-ming Ma, Hoi-yeuk Wong, 張子軒, 馬沛銘, and 黃海若. "From classroom to chatroom : perception of cyber bullying in Hong Kong schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/205832.
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There are more news in recent years mentioning and discussing school bullying, and to some extent its relationship to cyberbullying. Bullying affects the whole community and has a great impact on pupils and adults (Hamarus & Kaikkonen, 2007). The increased reporting and seriousness of bullying may increase public awareness and concerns about cyberbullying, it brings to question how cyberbullying is different from traditional bullying and whether bullying is a threat to society or a moral panic generated by the media. As a result, this research aims to analyze the difference between traditional bullying and cyberbullying and discover whether there are any correlation factors related to bullying.
This research is based on qualitative design with two focus groups and three individual interviews. There were 11 secondary school teachers aged between 23 to 53, who participated in this study. Results suggested the difference between cyberbullying and traditional bullying focuses mainly on the high accessibility, anonymity and more bystanders found on the web. Nonetheless, there are some similarities among traditional bullying and cyberbullying that both have ambiguous definitions and it is hard to define whether bullies are intentionally harm others. Furthermore, it is suggested there are transformations between traditional bullying and cyberbullying, which increases the seriousness of bullying harms. As a result, it seems there is an eagerness in tackling bullying, although one may question whether bullying is a moral panic.
Nonetheless, as suggested in this study, there was no moral panic on bullying in Hong Kong as perceived by teachers, teachers on the other hand, did not perceive bullying as a threat as well. However there are some limitations which may vary the research result. Lastly, the results suggested there is more than one way to tackle bullying and not a single efficient tackling strategy. Since this study mainly recruited secondary school teachers, their perception on bullying may be different from the general public since they have more contact with bullying cases. Thus future study is needed with more randomization. Since bullies’ and victims’ voices will also be important in analyzing bullying, it is suggested that future studies can also recruit bullies and victims in sharing their personal experiences.published_or_final_version
Criminology
Master
Master of Social Sciences
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Feldman, Marissa Alexis. "Cyber-Bullying in High School: Associated Individual and Contextual Factors of Involvement." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3099.
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For the past several decades, researchers have extensively investigated the impact of bullying on the nation's youth. Although we may now have a better understanding of these maladaptive behaviors, recent technological advances have created a new forum for bullying. The current study investigated adolescent experiences with cyber-bullying using a self-report survey. Youth (N=2,086) from five high schools (grades 9-12) were surveyed to identify individual, peer, parenting, and school factors hypothesized to be related to involvement in cyber-bullying as a victim, perpetrator, or both. Results indicated that cyber-involvement was related to a variety of psychosocial factors, with students who were both perpetrator and victim (i.e., cyber-bully/victims) reporting worse psychosocial functioning and poorer relationships than youth classified as cyber-bullies, cyber-victims, and cyber-uninvolved. Additionally, the academic and behavioral correlates of involvement in this new and growing form of bullying were examined using school records. Inconsistent associations between cyber-bullying and school performance variables were accounted for by differences in the frequency and intensity of behaviors used to define cyber-bullying. Proposed moderators were investigated to determine whether social support buffered the negative psychosocial correlates found for adolescents involved in cyber-bullying. Social support was generally related to better psychosocial functioning for all youth, with the exception of cyber-bully/victims. Results may inform the design and implementation of universal prevention and intervention programs, as well as improve schools' ability to identify youth at risk for involvement in this rapidly growing social phenomenon.
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Grigg, Dorothy. "Definitional concepts of bullying and aggression from traditional platforms to cyber-repertoire." Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/9623/.
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This research was conducted with the major purpose of contributing to the understanding of definitions, perceptions and concepts of cyber aggression with particular emphasis on cyber-bullying. Seven studies were conducted in total. The term ‘cyber-bullying’ was examined in focus groups and individual interviews (Study 1: N = 32; 8–54 years old). Qualitative thematic findings showed that the term is ambiguous and highlighted the need for further examination of its general use and perception within online aggression. Typical exemplars that were common to cyber-bullying were examined (Study 2: N=136; 18-30 years old) and rated for centrality (Study 3: N=132, 18-30 years old) using the prototype approach by Rosch, 1972, Rosch, 1975. Intraclass correlation coefficient (ICC) validated the exemplars. Hypotheses that exemplars would correlate with their given (Study 2) frequencies and mean ratings were accepted. Typical/central cyber-bullying exemplars were also determined (Study 4: N=89, 18-30 years old) in a recall and recognition memory task experiment, following the hypotheses that central exemplars of cyber-bullying would be recalled more than non-central exemplars of cyber-bullying. Furthermore, motivating factors of cyber-bullying were examined (Study 5: N=10; 14-18 years old) using Grounded Theory (GT). GT revealed clusters of goaded and groundless motivators of cyber-bullying. Further validation of prototypes were carried out in a commonality triangulation (Study 6: N=114, 18-30 years old). Core exemplars of cyber-bullying from generated GT themes were determined in terminological categorisation study (Study 7: N=132, 18-30) where CB was differentiated from cyber-harassment, cyber-abuse and cyber-stalking. The implications of the findings including the need for various preventative measures (e.g. psychosocial therapies) to be applied to instances of bullying/victim and cyber-bullying/victim were suggested.
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Campfield, Delia Carroll. "Cyber bullying and victimization psychosocial characteristics of bullies, victims, and bully/victims /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-12112008-120806/.
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Souza, Raul Alves de. "Quando a mão que acolhe é igual a minha : a ajuda em situações de (cyber)bullying entre adolescentes /." Araraquara, 2019. http://hdl.handle.net/11449/181590.
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Orientador: Luciene Regina Paulino TognettaBanca: Maria Suzana de Stefano Menin
Banca: Elaine Prodócimo
Resumo: O bullying é definido como "comportamento indesejado e agressivo entre crianças e adolescentes que envolve um desequilíbrio de poder entre as partes, que se repete ao longo do tempo". Os que sofrem tais agressões mantêm-se numa posição de vitimização por impossibilidade de se desvencilhar de uma autoimagem com pouco valor. Agressor e vítima estão sempre sob os olhos de seus iguais, que testemunham os fatos. Os sistemas de apoio entre pares são grupos de alunos preparados a oferecer estratégias e saídas para os problemas que afligem a convivência diária. O conceito de Equipes de Ajuda (EA's) é baseado na ideia de grupos formados na escola, que habitualmente convivem entre si e desse modo identificam seus próprios problemas, sendo considerados como redes de apoio estáveis, que atuam de modo cooperativo e colaborativo. A atual pesquisa apresenta caráter exploratório, de natureza quantitativa, e se deu pelo desenvolvimento de dois objetivos. No primeiro, buscou-se comparar as diferenças percebidas nas crenças de autoeficácia para a ajuda em situações de bullying entre adolescentes em escolas que possuem os sistemas de apoio entre iguais implantados e em escolas que não os possuem. No segundo, a evolução nas crenças de autoeficácia para ajudar em escolas onde existem os SAI implantados em três momentos distintos, antes da implantação, um ano após e dois anos após. Fazem parte dessa amostra um total de 2.403 alunos, divididos em 1.301 alunos referentes a escolas privadas que possue... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Bullying is defined as a "undesirable and aggressive behavior among children and teenagers which involves a power imbalance between the roles, it's repeated along the time". Individuals who suffer such aggressions maintain themselves in a victimization role, because of impossibilities to unleash of a low value self-image. Author and target are always in their peers' presence, who testify the facts. The Peers Support Systems (SAI) are groups of students prepared to offer strategies and solutions for problems that grieve the daily coexistence. The concept of Help Teams, which are based on groups created at school, who acquaintance and, on this way, identify their own problems, being considered stable support networks, that acts cooperatively and collaboratively. The current research has an exploratory approach, analyzed quantitatively, and it has happened by two developed aims. At first, the identified differences of self-efficacy to help, in bullying situations among teenagers, were compared between schools with SAI implanted and schools where there is not this kind of work. At second, to compare the evolution in students' self-efficacy beliefs to help at schools where the SAI were implanted in three different moments: before the implantation, one year after and two years after the implantation. The sample counts 2403 students, from which 1301 studies at private schools where there are SAI, Help Teams (CEA). The others 1102 students are from schools where there is no implantat... (Complete abstract click electronic access below)
Mestre
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Lawrence, Felicity J. "Prevalence and consequences of negative workplace cyber communications in the Australian public sector." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/88058/1/Felicity_Lawrence_Thesis.pdf.
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This research studied the prevalence and impact of workplace cyberbullying as perceived by public servants working in government organisations across Australia. Using Social Information Processing theory, this research found employees reported task- and person-related cyberbullying that was associated with increased workplace stress, diminished job satisfaction and performance, and reduced confidence in their organisations' anti-bullying intervention and protection strategies. Furthermore, workplace cyberbullying can create a concealed, online work culture that undermines employee and organisational productivity. These results are significant for employers' duty-of-care obligations, and represent a cogent argument for improved workplace cultures in support to Australia's future organisational and economic performance.
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Likeric, Hanka, and Andersson Therese. "Avsändare Anonym : en kvalitativ undersökning om fenomenet nätmobbning ur skolpersonalens perspektiv." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8225.
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This study attempts to explore how schools’ handles and prevents cyber-bullying among pupils. The purpose in this study was to investigate how the school staffs work in secondary schools with grades sixth to ninth. How do the schools discover, prevent and stop cyber-bullying? Do the schools’ have any experiences of cyber-bullying? How do the schools work with anti-bullying concepts – have the new phenomenon cyber-bullying affected and changed the schools´ anti-bullying work in connection with the guidelines and in relation to the "new technology"? This study attempts to examine how this is handled within several secondary schools with three different municipalities. The theoretical starting-points have been an inductive theory which later has resulted in four other theoretical models, Meyrowitz two media-models which are describing social environments and several knowledge theories with a sociology perspective. In this study, the methods have been: conversational interviews with school staff –teachers and counselors. The analysis of the empirical material has been primarily content analysis with categorization of sentences which was mainly guided by empirics. The results shows that the schools does not have much experiences of cyber-bullying, they discovers, prevents and stops the phenomenon with same guidelines like the "regular" bullying. The major obstacle in the study showed a lack of resources, mainly among the teachers, such as time pressure and insufficient education on the subject. There also seems to be a lack of collaboration with agents outside the schools, primarily the social services, because the school does not feel that this type of cooperation works. The study provides several issues and several perspectives as a starting point for further research, such as experiences of cyber-bullying at school among pupils and parents.
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Hoareau, Natacha. "Harcèlement scolaire et cyber-harcèlement : étude des violences scolaires chez les élèves français." Thesis, Lille 3, 2018. http://www.theses.fr/2018LIL3H022.
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L’un des objectifs de la politique éducative du Ministère de l’Éducation nationale consiste à développer la réussite scolaire et l’épanouissement de chaque élève. Mais cet objectif peut être entravé par des violences scolaires et l’école peut alors devenir un lieu de souffrance pour les élèves. Le harcèlement scolaire peut prendre diverses formes telles que le harcèlement physique, verbal, psychologique et virtuel via les réseaux sociaux et les technologies de communication et d’information (i.e., le cyber-harcèlement). Le harcèlement scolaire et le cyber-harcèlement engendrent de graves conséquences sur le bien-être des élèves, leur santé mentale, physique, leur scolarité, qu’ils soient (cyber)victimes ou (cyber)harceleurs. Ce travail de recherche a eu pour objectif premier d’identifier les facteurs qui amènent les élèves à adopter ou non des conduites de harcèlement au sein de l’école, mais également derrière leurs écrans, à travers plusieurs études à la fois exploratoires et expérimentales. Le second objectif a été de proposer et d’évaluer une action psycho-éducative pour tenter de réduire les comportements agressifs des collégiens en développant une compétence psychosociale essentielle à la promotion de la santé et de l’empathie, par le biais de la technique du jeu de rôle, et ainsi de promouvoir des comportements favorisant un climat scolaire harmonieuxThe ministry of national Education aims at developing educational success and each pupil’s fulfillment. Nevertheless, this aim can be disturbed by school violence, thus turning school into a place of physical and psychological pain for pupils. School bullying can take many forms such as physical, verbal, psychological and virtual (i.e. cyberbullying). A growing body of international research evidence has demonstrated that bullying is associated with negative consequences for both (cyber)bullies and their (cyber)victims. First, this PhD thesis will aim at identifying which factors bring pupils to adopt bullying and cyberbullying behaviors inside the school and which factors don’t. Then, it will offer and evaluate interventions to fight against school bullying improving students’ empathy in order to reduce middle school students’ aggressive behaviors
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Kubiszewski, Violaine. "Le bullying en milieu scolaire : son évaluation, ses specificités dans les cyber-espaces, et les liens entretenus avec le sommeil." Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2023.
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Ce travail avait pour objectif de répondre à trois questions de recherche relatives au bullying en milieu scolaire. Dans un premier temps, la validité d’un questionnaire d’évaluation du bullying scolaire a été explorée. En second lieu, il s’agissait d’identifier si le cyber-bullying présente les mêmes caractéristiques que le bullying scolaire. Enfin, l’importance de la relation entre le bullying scolaire et le sommeil a été analysée.Des entretiens individuels ont été menés auprès de 1422 collégiens et lycéens (Filles = 47%, Garçons = 53%, âge moyen = 14,3±2,7 ans). Notre première étude montre que l’adaptation française du Bully/Victim Questionnaire révisé d’Olweus (1996) est un outil valide pour évaluer le bullying auprès d’adolescents (α= 0,75 ; χ²/ddl= 7 ; RMSEA=0,064 ; GFI=0,95 ; AGFI=0,93 ; validité de construit satisfaisante). Plus d’un adolescent sur quatre est concerné par le bullying : 18% des élèves ont un profil « victime », 9% sont « agresseurs » et 3% sont « agresseurs/victimes ». Les résultats de notre deuxième étude invitent à distinguer le cyber-bullying du bullying scolaire : les élèves impliqués dans l’une et l’autre de ces formes de bullying ne sont pas les mêmes et ils ne présentent pas les mêmes difficultés psychosociales. Notre troisième étude montre que le sommeil est associé aux profils du bullying scolaire. Les victimes se plaignent davantage de problèmes relatifs à la qualité subjective de leur sommeil ; les agresseurs ont un rythme veille/sommeil plus irrégulier que leurs camarades et présentent une quantité de sommeil plus faible. Enfin, le sommeil a un effet modérateur sur les problèmes psychosociaux rencontrés par les élèves impliqués dans le bullying scolaire.Ces résultats amènent à considérer que le bullying constitue tant une réalité scolaire qu’un problème de santé publique. Il est important de continuer d’explorer ce phénomène pour nourrir les réflexions sur les modes de prévention à mettre en place dans les établissements scolairesThe aim of this study was to investigate bullying in schools. At first, we assessed the validity of a widespread questionnaire devoted to evaluate school-bullying. Second, we investigated the overlap between school-bullying and cyber-bullying. At least, we examined the relation between school-bullying and sleep. Individual interviews were conducted with 1422 middle- and high-school students (Girls = 47%, Boys=53%, Mean age=14.3±2.7 y.o).Results of our first study show that the French adaptation of the revised Olweus Bully/Victim Questionnaire (1996) is a valid instrument for measuring bullying in adolescents (α= 0.75 ; χ²/ddl= 7 ; RMSEA=0.064 ; GFI=0.95 ; AGFI=0.93 ; construct validity). More than one adolescent in four is involved in bullying: 18% as “victim”, 9% as “bully” and 3% as “bully/victim”. Results of our second study show that cyber-bullying and bullying do not overlap: students involved in each of these forms of Bullying are not the same and they do not experienced the same psychosocial problems.Our third study shows that sleep is associated with profiles in school-bullying. Victims have higher complains related to subjective sleep quality. Bullies’ sleep/wake patterns are more irregular and their sleep duration is lower than their schoolmates. Then, there is a moderator effect of sleep on psychosocial problems related to bullying.Given the sizable proportion of adolescents involved in bullying and its significant relationship with health criterion, the issue warrants serious school and public health attention. More studies should be conducted in order to implement relevant school-based intervention programs
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Sithole, Ntobeko Robyn. "Experiences of Cyberbullied victims at the University of Zululand." Thesis, University of Zululand, 2017. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1647.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Master Of Arts in Counselling Psychology in the Department of Psychology at the University of Zululand, 2018This study examined the experiences of cyberbullied victims at the University of Zululand. Thirty-five students from the University of Zululand (UNIZULU) participated in the research. The age of the participants ranged from 17-28 years. The main objectives of the study were to gain deeper understanding to the issues related to cyberbullying, and to evaluate the impact of cyberbullying on victims. Most of the cyberbullied victims were cyberbullied on Facebook. The most frequent convention of cyberbullying experienced by victims was exposure and trickery. This is where emails, chatroom messages, or pictures are sent to embarrass and ridicule the victim. Exposure is a cyberbullying tactic that includes the general public show, posting or forwarding of personal verbal exchange, photos or video through the cyberbully this is non-public and private to the victim. Exposure turns into even extra damaging to the victim when the communications posted and publicly displayed incorporates sensitive personal information or photos and video which are sexual in nature. As cellular tool era, photos and video become extra common; the tactic of exposure is sure to emerge as standard as cell tool era expands. This was experienced by 45% of the victims of cyberbullying. This study has enabled us to determine some of the behavioural, social and psychological impact cyberbullying had on individuals. The students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, poor academic performance, hopelessness and loss of interest in daily living. Method: A mixed method research design that included both qualitative and quantitative was used with questionnaires and interviews respectively. For the qualitative study twenty students from the age of 18 and above were selected in the study. Purposive and snowball techniques which is a non-probability sampling was used to recruit participants. Participants were selected from University of Zululand Facebook page. A semi-structured interview was used to obtain information on views of cyberbullying. The follow-up questions were asked in order to gain deeper understanding on the information provided by the participant. A narrative story telling of cyberbullying, relating it to their personal experiences of cyberbullying were used as clear description of the subjective experience of students, assisting in meeting the overall aim in conducting this study. In this study snowball non-probability sampling technique was used to recruit victims of cyberbullying with the UNIZULU Facebook page. The name of the questionnaire Personal Experiences of Cyberbullied Victims(in the future alluded to as the PECVQ) which is specifically designed for the study by the researcher. A PECVQ was intended to investigate the personal experiences of cyberbullied victims as well as to evaluate the impact of cyberbullying on victims. Out of 20 participants approached, 15 agreed to participate in the study. Data collection lasted for 2 weeks for the qualitative and quantitative phases of the study respectively. Findings: The findings of the qualitative study showed that cyberbullied victims from their different personal experiences do experience and suffer from diverse behavioural, psychological, and social problems but that they are also resilient. The quantitative results showed that students’ self-reports highlighted the psychological, behavioural and social impact on victims of cyberbullying. Victims of cyberbullying felt depressed and had higher levels of loneliness and social anxiety, hopelessness and loss of interest in daily living. The results also showed that some level of resilience was evident which enabled them to cope with cyberbullying, despite adversity. They derive their strength from (1) personal resources, which refer to intrapersonal characteristics that enhances ways to cope, (2) interpersonal resources, which centres on their interaction with friends, peers and other significant people.
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Lindström, Matilda. "“Jim Norton- 1, Walking Land Whale- 0” : Gender and Language Asymmetries in Cyber-Bullying." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27775.
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Unfiltered online language use is most visible where social media sites highlight power injustices such as racism, homophobia, feminism and sexism, which in turn sometimes promotes behavior such as cyber-bullying or internet-trolling. Women have been explicit targets for cyber-bullying and internet-trolling. The linguistic sub-field of gender and language considers questions of how language is used by and about men and women. This is a language and gender study with focus on a gender vocabulary and gendered language use in an online social media forum. This study aims to reveal the linguistic patterns in the discussions about genders. This was represented by YouTube video where one man and one woman, engaged in a debate on misogyny in comedy. The research was done through a qualitative and a quantitative research, by studying the comment section regarding the YouTube video. The results show that there are two different ways of how and what people tend to focus on when talking about men and women. For a woman, her appearance will most likely be in focus while, when talking about a man, it is the man’s performance that is of relevance. The asymmetry is that men are discussed with regards to what they are saying while women are evaluated for how they are saying it, and what they look like saying it.
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Ljung, Heidi. "Nätmobbning : Anser barnen som är kamratstödjare i skolan att det förebyggande arbetet kring nätmobbning kan vara en uppgift för dem?" Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17797.
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Do children, who are supporter of comradeship, think that working to prevent cyber bullying may be a task for them? This study describes, from a child’s perspective, how a supporter of comradeship can be supportive in the preventive work against cyber bullying. This study will also define the phenomena bulling and cyber bullying, the difference between them and where they can be seen. I will also describe the supporters of comradeship are elected, the information they get from school and how adults at school help them to plan their work. The schoolconsider, of course, the Swedish school law towards (against) bulling and insulting behavior and the school is also visited by inspectors from the Swedish National Agency for Education. The idea to do this study came arise, from a lesson when we discussed, with the pupils, a problem that had happened the day before, after school. It was a problem that was difficult to solve and it was an interesting problem to discuss. I have been interviewing the supporters in group and in pairs. The supporters at the school think that cyber bullying might be a task for them to work with in a preventive way as well as the work to prevent bulling at the schoolyard still is important.
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Менюк, С. І. "Булінг як соціальний феномен в сучасному суспільств." Thesis, Чернігів, 2019. http://ir.stu.cn.ua/123456789/20119.
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Менюк, С. І. Булінг як соціальний феномен в сучасному суспільстві : 081 Право / С. І. Менюк; керівник роботи Захаріна М. І.; Національний університет «Чернігівська політехніка», кафедра соціальної роботи. – Чернігів, 2019. – 90 с.Світові тенденції змінюються щоденно, а разом і з ними створюються новітні явища , які є не досить дослідженими в наш час. Одне з таких явищ одержало назву «булінг». У розділі 1 роботи досліджуються науково-теоретичні основи поняття булінгу. Акцентується увага на підходи до визначення поняття та видів цього явища, вікові аспекти та кібербулінг як різновид булінгу в шкільному середовищі. Розділ 2 присвячений емпіричному дослідженню щодо ставлення батьків, педагогів та учнів з ученицями середньої школи до булінгу в навчальних закладах. У розділі 3 запропоновані методичні рекомендації щодо зменшення явища булінгу в школах серед учнів та учениць. Наукова новизна одержаних результатів визначається тим, що уточнена сутність понять «булінг», «булер», «агресор», «конфлікт», «кібербулінг». Актуальність теми зумовлена тим, що піднята проблема майже не вивчена в нашій країні і з теоретичних позицій, і з позиції практики, тому визиває підвищений інтерес. Явище булінгу надзвичайно поширене в сучасній школі, але про цю проблему з тих чи інших причин мовчать і донедавна не обговорювали
Global trends are changing daily and at the same time, there new phenomena appear. Not all of them are well-researched nowadays. One of such is “bullying”. In the first part, the scientific and theoretical foundations of the concept of bullying are explored. The emphasis is on the definition approaches and types of this phenomenon, age aspects, and cyber bullying as a form of bullying in the school environment. The second part focuses on practical research of parents’, teachers’ and secondary school students’ attitude towards bullying in educational institutions. The third part provides guidance on how to reduce bullying in schools among students. The scientific newness is determined by clarifying the essence of such concepts as “bullying”, “buller”, “aggressor”, “conflict”, “cyber bullying”. The relevance of the topic is that the raised problem is almost not studied in our country from both theoretical and practical viewpoints. The phenomenon of bulling is extremely widespread in the modern school. However, this problem for some reason is not being discussed and the cases of it are not being made public.
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Fisher, Emily Payton. "Cyberbullying and School Climate." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.
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The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.
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Ackers, Melanie Jane. "An investigation of cyber bullying through the utilisation of childrenand young people as active researchers." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506621.
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Brochu, Michael R. "Cyber Bullying: A Quantitative Study on the Perceptions and Experiences of Female Emirati University Students." NSUWorks, 2017. http://nsuworks.nova.edu/shss_dcar_etd/56.
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Within the last decade, increased media coverage has been given to incidents associated with acts of violence associated with bullying, cyber bullying, and other associated acts of incivility. The increased media coverage has garnered the attention of researchers from a diverse field of disciplines. However, much of the research that has been conducted has remained focused in North America and Europe. This study identified a limitation in the research available that focused on bullying in the Middle East region of the world, specifically the perceptions and experiences of cyber bullying behavior by female university students in the United Arab Emirates. The study employed a quantitative approach to the research. Participants in the study completed a survey, which collected data related to individuals’ personal experiences and perceptions pertaining to cyber bullying. The study employed the theoretical framework of Perception Theory, Symbolic Interaction Theory, and Conflict Theory. This study provides better understanding on the perceptions and experiences of cyber bullying experiences of female university students at Zayed University in the United Arab Emirates. A quantitative study with a sample size of 655 (n=655) participants, the study yielded responses that demonstrated a significant online social media presence of 90.3% (n=592), 47.39% (n= 291) have reported experiencing harassment online, and 95% reported a desire to create a kind and respectful online world. The information from this study will help the greater field of conflict resolution by gaining an understanding of the widespread impact of cyber bullying on an international level.
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Mcvean, Melanie. "Physical, Verbal, Relational and Cyber-Bullying and Victimization: Examining the Social and Emotional Adjustment of Participants." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6897.
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Cyber-bullying has been gaining in popularity as online technology use has greatly expanded in the past decade. There has been quite a bit of research on traditional forms of bullying, which has demonstrated links to various demographic and psychosocial factors. Participation in cyber-bullying and victimization has been linked to some characteristics that are different from other types of bullying. There has been some discussion in the literature regarding whether cyber-bullying is significantly different from other forms of bullying. The literature has also noted the need for more studies utilizing peer-report data. This study utilized peer-report bullying data to examine self-reported psychosocial and emotional adjustment correlates of physical, verbal, relational and cyber-bullying and victimization in middle school. Adjustment indices included self-esteem, depression, prosocial behavior, perceived parental support, and variables measuring friendship adjustment (e.g., number of friends, perceived friendship quality, antisocial peer group, perception of peers, social goals). Cross-sectional associations between peer-reported bullying status and self-reported social and emotional adjustment were examined in adolescents. The data supported many of the hypotheses regarding various social and emotional adjustment indices being linked to the different forms of bullying and victimization. Results have theoretical and practical implications for understanding the social and emotional impact of bullying. Limitations and future directions are discussed.
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Mozzocio, John. "Parent Perceptions Regarding their Exceptional Child’s Experience in Cyber/Virtual School." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1628768618785185.
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Králová, Lucie. "Kyberšikana." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-358786.
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The thesis deals with the issue of cyberbullying at the University of Economics in Prague. In the theoretical part is defined cyberbullying, describes the individual elements, specifics, used tools and forms of cyberbullying. There is also described cyberbullying in relation to the law of the Czech Republic and several other countries. The thesis also included the results of several studies and the best-known cases of cyberbullying. The practical part presents the evaluation and analysis of the results of the quantitative research from the University of Economics in Prague. The result is an analysis of the incidence of cyberbullying among students of the university and recommendations on how to behave on the social networks in order to prevent cyberbullying.
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Guinn, Megan D. "Parent-adolescent Attachment, Bullying and Victimization, and Mental Health Outcomes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822828/.
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Traditional and cyber bullying have been identified as universal problematic issues facing adolescents, and research is needed to understand correlates associated with these phenomena. Structural equation modeling analyses examined associations between attachment to parents, traditional and cyber bullying or victimization, and mental health outcomes among 257 high school students (Average age 15.9 years). Key patterns emerged, including associations between maternal attachment and mental health outcomes; victimization and mental health concerns; and bullying and victimization in both traditional and cyber contexts. The role of attachment to mothers and fathers varied by context. Findings extend the literature by identifying risk factors in adolescence associated with bullying and victimization, as well as suggesting appropriate prevention and intervention strategies to increase adolescent well-being.
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Patterson, Lisa Jodi. "Factors influencing young bystanders' decisions to intervene when witnessing cyber-aggression: A mixed methods exploration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1939.
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With the modern proliferation of computers, the Internet and smart phones, adolescents are at increased risk of cyber-aggression: negative, harmful behaviour expressed through electronic means and aimed at an individual (or group of individuals). Cyber-aggression can have serious consequences for the social, emotional and physical health of both targets and perpetrators. Some experts recommend tackling cyberaggression using the strategies applied to face-to-face forms of aggression and bullying in school environments. One such strategy is to encourage peer bystanders to intervene in a positive way, which has been demonstrated to influence both the duration and severity of bullying episodes in the school environment. However, cyber-aggression has some unique characteristics that differentiate it from school-based aggression such as bullying, including the potential for perpetrator and bystander anonymity, the rapid dissemination of material, and the permanence of information placed on the Internet. It therefore remains uncertain whether these unique characteristics make the wholesale adoption of face-to-face schoolbased bystander interventions inappropriate for the online environment. This thesis sought to clarify the key influences on young adolescent bystanders’ behaviour in the online environment to determine the extent to which it differs to that in the school environment.
An exploratory mixed methods design was undertaken involving three phases. Phase One adopted a qualitative, phenomenological approach using in-depth interviews with 24 adolescents in Grades 8–10, to explore their perception of young bystanders’ attitudes and likely behaviours when witnessing cyber-aggression. In-depth vignette-based interviews were undertaken to explore two key research questions: (a) What factors do young adolescents think influence bystanders’ decisions to intervene when witnessing cyber-aggression? and (b) What do young adolescents perceive as differences in bystanders’ responses to peer aggression in the online versus offline (school) environments? A thematic analysis identified key themes arising from Phase One. Firstly, bystander behaviours in the online environment are perceived to be influenced by the relationship of the bystander to the perpetrator and target, with bystanders more likely to take action when they have a close relationship with one of these individuals. Relationships also assisted online bystanders to understand the context of the situation, the perceived severity of the incident and therefore the need, or otherwise, to seek adult assistance. An important difference between online and school environments is that the online environment was perceived to be lacking in clearly established rules, authority figures and formal reporting mechanisms when witnessing aggressive behaviour. In addition, when witnessing online transgressions young adolescent bystanders are more hesitant and likely to ignore or avoid intervening. This is due, in part, to difficulties they experience trying to ascertain perpetrator intentions in the absence of non-verbal cues.
Phase Two sought to quantitatively confirm the themes arising from Phase One and involved the development of a quantitative measure and use of vignettes to manipulate major themes with a larger sample of adolescents in Grades 9–10 (n=292). Statistical analysis confirmed that bystander helping behaviours were more likely when the target was a close friend and when perceived harm to the target was high. Bystanders also reported being less likely to approach teachers or publicly defend targets in the online environment compared to the school environment. In addition, female bystanders were more likely to intervene, regardless of the online or school environment.
Phase Three evolved from the results of the first two phases and involved a systematic review to explore the role of moral disengagement in bystander behaviours, highlighting future research directions and implications for online interventions. In this phase of the research, existing literature describing bystanders’ use of moral disengagement mechanisms when witnessing online and school bullying was appraised. A systematic review of empirical literature published over the last 25 years revealed a scarcity of research addressing bystanders’ use of moral disengagement in face-to-face environments, and no studies examining this issue in the online environment when witnessing bullying within the search parameters. In school environments, moral disengagement was found to be more likely in boys and increasing with age; affected by individuals’ histories, empathy, and selfefficacy; negatively associated with pro-social bystander behaviours; and highly influenced by socio-environmental factors, such as school culture.
Collectively the three phases suggest that programs designed to encourage positive online bystander behaviours can be similar to face-to-face approaches, but also need to compensate for some aspects unique to the online environment. Such programs should consider the impact of relationships on young people’s active defending behaviours, their inhibitions surrounding public displays of bystander behaviour of any kind, and the lack of adult presence in the online environment. Strategies should sensitise adolescents to the potential harm of cyber-aggression and assist them to counter the tendency to morally disengage in the online environment. This might be achieved through programs designed to develop pro-social skills in online bystanders, to enable young people to intervene as peer supporters when they become aware of cyber-aggression.
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Kihlman, Tania. ""De hade skrivit bög i bläck. Jag hade skrivit: Exakt vad han är, LOL" : En kvalitativ studie om ungdomars erfarenheter av e-mobbning på sociala nätverket Facebook." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30769.
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Cyber bullying is a form of bullying that did not receive enough recognition in our society until the year of 2004. That same year, the social network Facebook was launched and is now the most popular social network site for youths in Sweden and around the world. Cyber bullying is a new phenomenon where the normal form of bullying is taken into the world of technology by using various technical artefacts such as mobile phones, computers and tablets to access the Internet. In this study the youths will be sharing their views and experiences on this subject. Aim: The aim was to ascertain the experiences of cyber bullying according to Swedish youth between the ages of 11- 16 years old in a Swedish class in Stockholm. Method: This will be presented by empirical interviews with a qualitative approach, as a method to illustrate the youths perception of this phenomenon. Results: The study results show that Facebook serves as a tool keeping youths connected through computer-mediated communication. Youths can edit and optimize their presentations of themselves online and choose how much of their private information they want to share with others. Based on the study, it has also been shown that anonymity is not essential among bullies. According to the participants they know who has insulted them or their friends because they are using their real Facebook accounts, which differs from previous study. The reason behind this may be that youths have become more comfortable social networking and they find it easier when they cannot see the person's reaction when they receive the negative comment written, in comparison to if the comment would have been said in the classroom. The study has also shown that those who have been bullied online either go to the same school with the bully or have acquaintances. The more online-exposure for example; having many social network friends and publishing private information, an individual chooses to have with their Facebook account, the greater the risk of being cyber bullied. Conclusion: Even though this is a narrow study, it brings insights on youths experience and exposure to cyber bullying.
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YOSHIDA, Toshikazu, Toru HASEGAWA, Teruyuki HASEGAWA, Kumi YOSHITAKE, Masaru HONJO, Ayako ONISHI, Masayuki KUROKAWA, et al. "ネット上のトラブルや「いじめ」に関する報告 : 中学・高校生当時の体験を回想して." 名古屋大学大学院教育発達科学研究科, 2010. http://hdl.handle.net/2237/16152.
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Parsonson, Katrina. "Exploring cyber-bullying : a retrospective study of first year university student : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1250.
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Déage, Margot. "« Avoir une réputation » : étude du (cyber)harcèlement scolaire comme risque réputationnel genré." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL066.pdf.
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« Avoir une réputation » est une expression utilisée par les collégiens en termes négatifs. Elle s’adresse à des filles suspectées d’avoir rompu avec les normes de pudeur, ou à des garçons qui auraient une attitude jugée efféminée. Ces réputations genrées, ces rumeurs qui ont été érigées en vérités, sont prétextes à l’exclusion et aux agressions. La dégradation des jugements collectifs à l’égard d’un élève et le harcèlement sont des phénomènes qui s’alimentent réciproquement, dans l’établissement et en ligne. A partir d’une enquête ethnographique menée dans quatre collèges franciliens ; d’une nethnographie sur Snapchat et Instagram ; d’un questionnaire transmis en ligne aux élèves, ainsi que de l’analyse secondaire des enquêtes MENJVA-DEPP (2013 & 2017), j’analyse les prises de risque réputationnels des collégiens. Les réputations sont un repère relationnel dans un climat général de méfiance. Le genre et l’âge influencent particulièrement l’image renvoyée aux autres. Ils suscitent, plus ou moins consciemment, des moqueries et autres violences. Parfois, certains élèves décident de faire une réputation pour se venger ou obtenir un privilège relationnel. Ces initiatives sont d’autant plus accessibles, que les réseaux sociaux incitent à l’échange désinhibé et en images, tout en permettant de diffuser des dossiers qui servent de preuves. Bien que le harcèlement soit devenu un problème social, les équipes éducatives peinent à le repérer et à le prendre en charge. Ils manquent de disponibilité, de recours légaux et techniques concrets. La priorité donnée à la sanction agit au détriment d’un travail d’apaisement des relations entre élèves‘To have a reputation’ carries a negative connotation for middle school pupils. This expression is aimed at girls suspected of having broken the standards of modesty, or at boys whose attitude is deemed effeminate. These gendered reputations, these rumours that have been established as truths, are pretexts for exclusion and aggressions. Collective judgements’ degradation towards a pupil and bullying are phenomena that feed on each other, in the school and online. Based on an ethnographic survey carried out in four colleges in the Paris region; a nethnography on Snapchat and Instagram; a questionnaire sent online to pupil, as well as the secondary analysis of the MENJVA-DEPP (2013 & 2017) surveys, I analyse the way in which middle school pupils take reputational risks. Reputations are a relational benchmark in a general mistrust’s climate. Gender and age particularly influence the image projected to others. They give rise, more or less consciously, to mockery and other violence. Sometimes, some pupils decide to make a reputation in order to get revenge or obtain a relational privilege. These initiatives are all the more accessible because of social media that encourages a disinhibited and photo-based exchange, while at the same time making it possible to disseminate dossiers that serve as evidence. Although bullying has become a social problem, education team still have difficulty in identifying and dealing with it. They lack availability, legal and technical recourses. The priority given to punishment overrides the task to calm relations between pupils
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Herring, Brittny Shanice. "Cyberbullying Victimization: The Lived Experiences of Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6577.
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Cyberbullying continues to be a rising problem facing many households. As teenagers are the primary victims of cyberbullying, it is ultimately up to victims' parents to mediate and address cyberbullying incidents. The purpose of this qualitative inquiry was to explore the lived experiences of parents who had addressed and/or mediated an incident following their adolescent's cyberbullying victimization. Bandura's self-efficacy theory was the theoretical framework that guided this study. Participants were recruited using purposeful sampling. Individual semistructured telephone interviews were held with 9 participants who were parents of adolescent cyberbullying victims. Themes were generated and data were analyzed using Colaizzi's method of descriptive data analysis. This analysis involved a multistep process to inductively develop themes from participant responses. Findings revealed that participants experienced negative emotions as a result of their teens' victimization. Results further revealed that despite a lack of preparedness, participants found their efforts to intervene in the cyberbullying incident to be effective. Themes emerging from the study highlight participants' desire to raise awareness regarding cyberbullying. The impacts that the cyberbullying incident had on the parent-adolescent relationship were also documented in this study. This study provided an opportunity for participants to share their perceived self-efficacy in responding to incidents of adolescent cyberbullying. Findings from this study may be used to promote positive social change by informing various professionals of the challenges that parents face in addressing cyberbullying incidents.
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Ingesson, Johanna. "Nätmobbning : om pressens bild av nätmobbning i relation till högstadie- och gymnasieungdomars erfarenheter." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-87570.
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This paper is about cyber-bullying, the youth’s experience and how the papers image of cyber- bullying looks. The relevance of this essay be to be found in the aim of the research of the cyber bullying today. By examining how the youth’s usage and experience’s - and the papers image of cyber-bullying in the social media, it will be possible to create an understanding for how the social media is represented today. And in the next stage having the ability to work against the cyber bullying. Two methods is used in the studie, a text analysis and a survey. The text analysis is based on a total of 257 articles from two of the biggest tabloids in Sweden, Aftonbladet and Expressen, and the biggest daily news papers Dagens Nyheter and Svenska Dagbladet. All the articles has been publicized between 2010-01-01 to 2013-12-31. The aim of the text analysis was to collect the papers picture of cyber bullying. A survey was created to corral information about the youth’s experience. The survey was sent to two schools in Stockholm, the junior high school Rålambshovsskolan and the high school Thorildsplans gymnasium. The survey resulted in 68 answers where the experience of the youth summarized. The result of the text analysis showed that cyber bullying in the news papers makes up a picture of that the woman is the victim of the bullying, Facebook and Instagram is the most popular social medias, and that Facebook is the most common to be bullied on. But it also showed that the writer of the articles is using metaphors to tone up an feeling. The writer can decide what credibility different statements will have depending on with which words the writer describe the statements. The result of the survey showed that Kik, Facebook, Instagram and Snapchat was the most used social media. And that a majority of 54 of 68, had read something mean about someone they know on social media. 42 persons had not been exposed to cyber bullying, but 13 said that they had been, and the same number said that they didn’t know if they hade been cyber bullied. Facebook was mentioned as the most common social media to be exposed to cyber bullying on.
The author of the articles has the power to influence the persons that have pronounced in the articles credibility. This factors will in the end influence on the public, which will create their opinions based on what they read. This showed that the concept cyber bullying is obscure, the youth has to know if they are cyber bullied or not, and they have to know if they are cyber bullying someone or not.
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Harrison, Thomas John. "Does the internet influence the character virtues of 11 to 14 year olds in England? : a mixed method study with particular regard to cyber-bullying." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5488/.
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After providing an overview of the context of the study, initially arguments are presented as to why adopting a character based, as opposed to rules or consequences based moral theory is preferential for investigations into the Internet. The ensuing empirical research involves an in-depth and systematic survey undertaken in two sequential phases; phase one comprised a questionnaire chiefly aimed at providing a statistical exploration of the key issues identified in the literature review and phase two involved semi-structured group interviews which were designed to provide additional qualitative data on one particular moral issue - cyber-bullying. This evidence shows that the Internet presents both risks and opportunities for the development of character virtues; in particular, the moral virtues of honesty and compassion. The research demonstrates that it is the character virtues of Internet users, as well as the features of the technology itself, that ultimately determines online behaviour. These findings have implications for those tasked with developing strategies for dealing with online moral issues, and attest to an urgent need for the development of new interventions that will help educate the next generation as virtuous digital citizens.
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Clayton-Dippolito, Colleen J. "Erasing Sid Murphy." Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1322340358.
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Håkansson, Jens, and Esther Linnane. ""E-mobbning finns inte på vår skola"- En kvalitativ studie om e-mobbningens plats i skolans antimobbningsprogram." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30747.
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The purpose of this study was to highlight cyber-bullying and its place in today’s schools. Our aim was to research how schools with bullying prevention programs are equipped to handle and take action against cyber-bullying. Furthermore this study focuses on whether or not schools are responsible for cases of cyber-bullying. We also aimed to present teachers’ general views and knowledge regarding this phenomenon. In order to emphasize these issues we have asked the following questions: How do teachers’ perceive the existence of cyber-bullying in school? What do schools do to prevent and take action against cyber-bullying? Who is responsible for taking action against cyber-bullying? As a method to obtain answers to these questions we have used five qualitative interviews. Our informants were various educators involved with bullying prevention programs in their respective schools. Socio cultural, organisational and judicial perspectives support our theoretical framework. Our results show that although the schools in our study may be capable of dealing with traditional bullying, they are not suitably equipped to deal with cyber-bullying. In general the educators are in agreement that they are inadequately informed about cyber-bullying. All informants were prepared to further educate themselves in order to prevent and combat this new phenomenon. Finally in order for our schools to be able to act effectively on cyber-bullying there must be clear laws put in place.
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Karlsson, Kari Mette. "Mobiltelefonen, konfliktämne eller hjälpmedel i skolan? : En studie om elevers och lärares syn på mobiltelefonens för- och nackdelar i skolan." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31477.
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Syftet med denna studie är att undersöka vad elever och lärare anser om att använda mobiltelefonen som hjälpmedel i skolan. Fungerar den bra som hjälpmedel eller väger nackdelar som konflikter med elever angående användningen och risken för kränkningar över till dess nackdel? Undersökningen genomfördes med enkäter samt uppföljande intervjuer med lärare och elever. Då liknande undersökningar tidigare har utförts bland äldre elever valde jag att göra undersökningen bland lärare och elever i mellanstadiet. Undersökningen visar att både elever och lärare är positiva till att mobiltelefonen används i skolan då den är lättillgänglig och snabb att använda. Nackdelar som kommit fram i undersökningen är att en del elever kan känna sig otrygga då de är oroliga för att filmas eller fotograferas mot sin vilja varpå detta material kan distribueras på internet. Några upplever också mobiltelefoner som störande på lektioner. Trots detta visar dock min undersökning att fördelarna överväger nackdelarna då man genom att tillåta mobiltelefoner i skolsammanhang också öppnar möjligheter att sätta upp regler för användandet av de samma. Större möjligheter att arbeta med förebyggande av mobbning och kränkningar är en annan konsekvens av att tillåta mobiltelefon i skolan.The intention with this study is to analyse students ' and teachers ' opinions about the use of cellphones as a tool in the school. Do they work as a tools or do the conflicts regarding use and the risk of harassment means too big disadvantages? The study was carried out with surveys and additional interviews with teachers and students. Since similar studies have already been done on elder students, I chose to do this study on teachers and students in primary school. The study shows that both students and teachers are positive regarding the use of cellphones in school, since it is an accessible and quick-to-use tool. But there are disadvantages, such as some students fearing that they will be filmed or photographed against their will, and that this material may be distributed on the Internet. Some students also find the use of cellphones disturbing during lessons. Despite this, my study shows that the advantages outweighs the disadvantages, since when allowing cellphones in the school, you also open up for the possibility of setting rules for their use. Greater possibilities to prevent bullying and harassments is another consequence of allowing cellphones in the school.
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Goldoni, Jakeline. "Mutação da violência escolar na sociedade pós-moderna: a efervescência do ciberbullying." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3348.
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The phenomenon of violence and its modulations has been at the heart of countless scientific researches. The concern with the modulation of the phenomenon through the internet has been increasing, as much as its expression and incidence. Thus, we aim in this research, to make reflections about school violence in postmodern society, specifically expressed from the cyber bullying phenomenon. We sought to understand the use of cyberspace in manifestations of violence, aiming to analyze the possible consequences of cyber bullying in the life of high school students of public institutions in the city of Cascavel. Therefore, we analyzed the discourse of students who experienced cyber bullying situations. The strategies used intended, by design, to grasp notions, attitudes, experiences, reactions and feelings about the theme. The theoretical contribution of the bibliographical research was based on authors who talk about post-modernity (BARROS, 2014; MAFFESOLI 1987, 1998); violence and youth (GADEA, 2014; GUIMARÃES, 2005; MAFFESOLI, 1987,1998; RECCHIA, 2008; SPOSITO, 1998); and cyberspace (BARROS, 2007; CASTELLS, 2003; LÉVY, 1999; RECUERO, 2006). We chose the semi-structured interview as an instrument for data collection and we used Bardin (2001) for content analysis.
O fenômeno da violência e suas modulações tem sido o cerne de inúmeras pesquisas cientificas. A preocupação com a modulação do fenômeno via internet tem sido crescente, tanto quanto sua expressão e incidência. Assim, objetivamos nesta pesquisa, tecer reflexões acerca da violência escolar na sociedade pós-moderna, expressa especificamente a partir do fenômeno ciberbullying. Buscamos compreender o uso do ciberespaço em manifestações de violência, intuindo analisar as possíveis consequências advindas do ciberbullying na vida de estudantes do Ensino Médio de instituições públicas da cidade de Cascavel. Para tanto, analisamos o discurso de alunos que vivenciaram situações de ciberbullying. As estratégias utilizadas pretenderam, por desígnio, apreender noções, atitudes, experiências, reações e sentimentos acerca da temática. O aporte teórico da pesquisa bibliográfica baseou-se em autores que versam sobre pós-modernidade (BARROS, 2014; MAFFESOLI 1987, 1998); violência e juventude (GADEA, 2014; GUIMARÃES, 2005; MAFFESOLI, 1987,1998; RECCHIA, 2008; SPOSITO, 1998); e ciberespaço (BARROS, 2007; CASTELLS, 2003; LÉVY, 1999; RECUERO, 2006). Optamos pela entrevista semiestruturada enquanto instrumento de coleta de dados e pautamo-nos em Bardin (2001) para a análise de conteúdo.
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Albar, Ali Aldroos. "Development of an Instrument to Measure the Level of Acceptability and Tolerability of Cyber Aggression: Mixed-Methods Research on Saudi Arabian Social Media Users." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849766/.
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Cyber aggression came about as a result of advances in information communication technology and the aggressive usage of the technology in real life. Cyber aggression can take on many forms and facets. However, the main focus of this study is cyberbullying and cyberstalking through information sharing practices that might constitute digital aggressive acts. Human aggression has been extensively investigated. Studies focusing on understanding the causes and effects that can lead to physical and digital aggression have shown the prevalence of cyber aggression in different settings. Moreover, these studies have shown strong relationship between cyber aggression and the physiological and physical trauma on both perpetrators and their victims. Nevertheless, the literature shows a lack of studies that could measure the level of acceptance and tolerance of these dangerous digital acts.
This study is divided into two main stages; Stage one is a qualitative pilot study carried out to explore the concept of cyber aggression and its existence in Saudi Arabia. In-depth interviews were conducted with 14 Saudi social media users to collect understanding and meanings of cyber aggression. The researcher followed the Colaizzi’s methods to analyze the descriptive data. A proposed model was generated to describe cyber aggression in social media applications. The results showed that there is a level of acceptance to some cyber aggression acts due to a number of factors.
The second stage of the study is focused on developing scales with reliable items that could determine acceptability and tolerability of cyber aggression. In this second stage, the researcher used the factors discovered during the first stage as source to create the scales’ items.
The proposed methods and scales were analyzed and tested to increase reliability as indicated by the Cronbach’s Alpha value. The scales were designed to measure how acceptable and tolerable is cyber-bullying, cyber-stalking in Saudi Arabia and the sharing of some information in social media applications. The results show a strong tolerance level of those activities. This study is a valuable resource for advanced-level students, educators, and researchers who focus on cyber security, cyber psychology, and cyber aggression in social network sites.