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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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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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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
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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.
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Kendrick, Michelle Marie. "Evaluating the Effects of the Olweus Bullying Prevention Program on Middle School Bullying." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1606.
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This project study addressed the problem of bullying, victimization, and the awareness of these activities at a public suburban middle school in Northwest Georgia. The study school implemented the Olweus Bullying Prevention Program (OBPP) in 2009, yet had not evaluated the program to identify whether or not it met its goals after 1 year of implementation. Using a quasiexperimental, goal-free program evaluation, the research questions explored whether or not the OBPP succeeded in reducing the student reported rates of bullying and victimization while also increasing awareness of such activities. A Mann Whitney U test was utilized for analysis due to violations of normality and homoscedasticity in the data. The quantitative sequence consisted of descriptive analyses of archived student data from the pre- and postimplementation (N = 346 and 137, respectively) Revised Olweus Bully/Victim Questionnaire (OBVQ) administration. Results indicated an increase, though not statistically significant, in student reporting of victimization and awareness and a statistically significant increase in rates of bullying. Results in the evaluation report supported continued OBPP implementation with anticipation that implementing more than 1 year should yield a decrease in student reported rates of bullying and victimization and increase in awareness of what constitutes these activities. The project study could lead to positive social change by increasing awareness of bullying in the learning community and reducing the number of reported incidents of bullying and victimization.
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Quinlan, Christine. "The Harmful Effects of Cyber Culture on Youth." UOIT, 2009. http://hdl.handle.net/10155/52.
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Lim, Sze Li Harry. "Assessing the effects of honeypots on cyber-attackers." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion.exe/06Dec%5FLim%5FSze.pdf.
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Wilson, C. Jacob. "The Effects of Personality on Workplace Bullying." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1511267002926255.
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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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Yildiz, Fatih. "Modeling the effects of cyber operations on kinetic battles." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42759.
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Approved for public release; distribution is unlimitedThis thesis considers the effects of cyber operations on kinetic warfare, by exploring and building on two recently proposed extensions to traditional Lanchester models of combat. In one model, we consider instantaneous changes to kinetic fighting capability resulting, for example, from the disruption or restoration of communications or other supporting cyber systems. Such changes create discontinuous shocks in the overall combat dynamics and can dramatically affect the outcome of a battle. In the second model, we represent cyber operations as a continuous process of degradation and recovery in fighting capability based on the dynamics of epidemic spread. By using analytical and numerical approaches, we obtain insights about the effect of cyber operations on battle duration and attrition, how cyber operations can affect victory conditions, and tradeoffs in the allocation of limited resources to cyber operations and kinetic operations. Building on a common model framework, we develop several additional models that can be used to investigate specific aspects of cyber operations on kinetic combat.
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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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Dulli, Lisa S. Foshee Vangie. "Primary socialization theory and bullying the effects of primary sources of socialization on bullying behaviors among adolescents /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,491.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Jerido, Camika S. "A Phenomenological Study of the Effects of Reported Workplace Bullying." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dcar_etd/2.
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Workplace bullying is a repeated, health-harming mistreatment carried out in the form of verbal abuse or other ways that are threatening, humiliating, and intimidating; which interferes with work; and which prevents work from being completed (Lutgen-Sandvik & Sypher, 2009). The study sought to explore reported workplace bullying and how the phenomenon plays out as a fundamental conflict that affects the quality of life of those bullied. The study was guided by a central research question namely, what effects follow reported workplace bullying? A sub-question focused on the nature and extent of the effects of reported workplace bullying.
Using the phenomenological research methodology, eight participants who reported being bullied in the workplace were interviewed. The following themes: 1) Confusion Concerning Organizational Response, 2) Fear Concerning Various Levels of Reprisals, 3) Re-bullied as Consequence of Reporting Experience, 4) Intimidation to Force Regret for Reporting Experience, 5) Alienation within the Workplace, 6) Hopelessness and Helplessness about Conditions in the Workplace, and 7) Physical and Emotional Stress Deranging Personal and Social Balance emerged from the findings.
Based on discussions of the implications of the study, an Organizational Response Model (ORM) dealing with bullying and reported workplace bullying was developed as a prescriptive tool to compliment several groups who work with the bullying conflict.
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Harrison, Ashley Marie. "An Investigation into Bullying and Cyberbullying: The Effects of Anonymity and Form of Bullying on Severity of Victim Impact." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525184128335822.
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Pintabona, Yolanda Christine. "Frequently bullied students : outcomes of a universal school-based bullying preventive intervention on peer victimisation and psychological health /." Curtin University of Technology, School of Psychology, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16785.
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Bullying occurs to some extent in all schools. Study 1 investigated and screened for frequently bullied students in a randomly selected and stratified sample of Year 4 students in 29 primary schools using multiple informants and a comprehensive measure of bullying. Using self- and/or parent-report, 16.3% of students were identified as frequently bullied, defined as 'about once a week' or more. There were no sex differences in the proportion of students identified as frequently bullied, however, frequently bullied boys were more likely to experience physical bullying and having money or other things taken away or broken. Self- and parent-report revealed significantly more depressive and anxiety symptoms, somatic complaints, and lower peer self-concept and general self-worth in frequently bullied students. Furthermore, a greater proportion of frequently bullied students experienced clinical levels of depressive, anxiety and/or somatic symptoms. The results clearly highlight the need for interventions that reduce and prevent the distress of frequently bullied students. In taking a universal approach to bullying intervention, it is important that the needs of targeted groups are not overlooked. In Study 2, a group randomised controlled trial with follow-up investigated the impact of the first year of a universal whole-school bullying preventive intervention, Friendly Schools, on the psychological health of frequently bullied students aged 8-9 years. The program utilised the Health Promoting Schools (HPS) approach to facilitate implementation of classroom curriculum, whole-school policy and practice, and partnerships with parents.At post-intervention and 4-month follow-up the proportion of students who remained frequently bullied did not differ across the groups. Furthermore, there were no significant group differences on self-report victimisation frequency or self and parent-report health outcomes. A preventive effect was revealed however, when students were categorised to clinical and healthy subgroups on the basis of student report pre-intervention scores on the Children's Depression Inventory and the Revised Children's Manifest Anxiety Scale. A greater proportion of intervention students with low levels of depression and/or anxiety remained healthy at post-intervention, compared to control group children. However, this effect was not maintained at follow-up and the intervention did not reduce symptoms into a healthy range for frequently bullied children reporting high levels of symptomology at pre-intervention. Process evaluation revealed moderate to high levels of use and satisfaction with Friendly Schools by school staff, students and parents. These results suggest that the universal intervention protected students who were frequently bullied from developing clinical levels of depressive and/or anxiety symptoms in the short term. This is a positive finding given that a universal approach acknowledges the social context of bullying and is highly suitable to the school environment, offering economy, practicality and reduced stigmatisation of bullied students.
However, the lack of maintenance of the result emphasises the need for an on-going, multi-year approach. Furthermore, to effectively meet the mental health needs of frequently bullied students already experiencing high levels of symptoms, levels of intervention beyond universal are required. Schools and related health services should address this finding in their planning and implementation of intervention aimed at addressing bullying and helping students victimised by their peers. To help achieve this, further research is required to determine effective targeted strategies that complement universal, whole-school action.
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Rutherford, Dawna E. "Educational Intervention to Mitigate the Effects of Bullying in the Student Nurse Population." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134952825684.
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Halama, Sue. "Awareness of bullying and peer harassment by 9th to 12th grade teachers and the effects it may have on adolescents." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004halamas.pdf.
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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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Bryan, Katy Michelle. "A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.
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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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Chambless, Courtney Brooke. "Long-Term Effects of Bullying: Exploring the Relationships among Recalled Experiences with Bullying, Current Coping Resources, and Reported Symptoms of Distress." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/53.
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Retrospective studies of college students who recall experiencing bullying during childhood and/or adolescence have found that being the target of bullying may place one at greater risk for depression (Roth, Coles, & Heimburg, 2002; Storch et al., 2001), anxiety disorders (McCabe, et al., 2003; Roth et al.) and interpersonal relationships (Schafer et al., 2004) in comparison to peers who do not recall a history of bullying during childhood or adolescence. However, researchers have found that not all targets of bullying develop such problems in adulthood (Schafer et al., 2004; Dempsey & Storch, 2008). Little attention has been devoted to understanding resiliency among adults who experienced bullying during childhood and/or adolescence (Davidson & Demaray, 2007). The purpose of this dissertation was to 1). Explore gender and racial/ethnic differences in recall of perceived seriousness of past bullying experiences 2). Replicate past findings regarding the association between past experiences with bullying and depression, anxiety, and loneliness in college students 3). Explore whether coping resources accounted for differences in symptoms of distress. A total of 211 college students completed the Retrospective Bullying Questionnaire (Schaefer, et al, 2004); The Brief Symptom Inventory (Derogatis, 1982); UCLA Loneliness Scale (Russell, 1996) and the Coping Resources Inventory for Stress-Short form (CRIS-SF; Matheny, Curlette, Aycock, & Curlette, 1993). Multivariate analysis of variance (MANOVA) was used to investigate gender and racial/ethnic differences in perceived seriousness of bullying. Hierarchical linear regression was used to test whether coping resources moderated the relationship between psychosocial distress in adults and past experiences with bullying. Females in this study reported that they perceived their experiences with relational bullying during middle/high school to be more serious than males. There were no significant differences between males and females in perceived seriousness of physical bullying during elementary or middle/high school, verbal bullying during elementary or middle/high school or relational bullying during elementary school. Males and females did not differ significantly in the duration of bullying experiences. White students reported that they perceived their experiences with relational and verbal bullying during middle/high school in middle/high school to be more serious. There were no significant differences between the racial/ethnic groups in perceived seriousness of physical, verbal, or relational bullying during elementary school. There also were no significant differences among the racial/ethnic groups duration of bullying. Implications for future research and clinical practice are addressed. Perceived seriousness of bullying and duration of bullying during childhood and adolescence was found to predict depression, anxiety, and loneliness. Coping resources were not found to be significant moderators of distress.
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Burkhart, Kimberly M. "Parental Factors Contributing to Bullying and the Effects of the ACT Parents Raising Safe Kids Program on the Reduction of Bullying." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1350060587.
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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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