Tackling cyberbullying: Review of empirical evidence regarding successful responses by students, parents and schools (original) (raw)
Related papers
International Journal of Conflict and Violence Vol. 6 No. 2 , 2012
A summary of current knowledge on successful responses to cyberbullying differentiating between three different response domains: reducing risks, combattingthe problem, and buffering negative impact. A systematic literature search yielded thirty-six relevant studies, most of which report findings regarding generalprevention strategies (e.g., anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, responding (retaliation or confronting), technical solutions, and avoidant and emotion-focussed strategies. Whilst a few studies report perceived success, very few measure the success of the strategies in relation to risks and outcomes. There is a clear lack of evidence concerning successful responses. International Journal of Conflict and Violence Vol. 6 No. 2
A summary of current knowledge on successful responses to cyberbullying differentiating between three different response domains: reducing risks, combatting the problem, and buffering negative impact. A systematic literature search yielded thirty-six relevant studies, most of which report findings regarding general prevention strategies (e.g., anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, responding (retaliation or confronting), technical solutions, and avoidant and emotion-focussed strategies. Whilst a few studies report perceived success, very few measure the success of the strategies in relation to risks and outcomes. There is a clear lack of evidence concerning successful responses.
Coping with the emotional impact of bullying and cyberbullying: how research can inform practice
Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group a the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and often in contexts that are difficult for adults to control. The recent upsurge of cyberbullying is a case in point. Teachers and parents often feel powerless to intervene in the private world that children and young people create for themselves. This article explores the strategies that are commonly recommended for dealing with cyberbullying and examines what research tells us about their effectiveness. The conclusion is that, whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is also an interpersonal problem. The implication for practice is that we already know many approaches for preventing and reducing cyberbullying and should build on this knowledge rather than treating the issue as something completely new. Keywords: bullying, cyberbullying, school, strategies, coping
Cyberbullying: A review of the literature
International Journal of Sciences: Basic and Applied Research, 2017
Cyberbullying is been defined as the repeated use of technology (internet) to cause intentional distress (discomfort) or to threaten others. The aim of our study is to better understand the impact of cyber bullying on students at school and the possible need for intervention messages targeting adolescents, educators, and parents. Adolescents in school are currently vulnerable of experiencing the majority of cyberbullying instances outside of the school environment; however there is some kind of impact at school. Students were able to suggest some basic approach for dealing with cyber bullying, but were less likely to be aware of approaches to request the removal of objectionable websites, as well as how to respond as a helpful bystander when witnessing cruel online behavior. We believe that school communities should address cyber bullying through a combination of police and educational information that are shared with students and parents. Schools should include cyberbullying as par...
Coping'with'Cyberbullying:'A'Systematic'Literature'Review
2012
The systematic literature review was conducted to reach the aims of COST ACTION IS0801 Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings. This study has also been supported by the Czech Ministry of Education, Youth and Sports (LD11008). We highly appreciate the support in relation to the literature search, ratings and/or preparation of the report by the following graduate and doctoral students and COST-members: Monika Finsterwald,
Cyber-bullying: Problems and Solutions
With the development of information and communication technology, easy access to internet and portable electronic devices, adverse effects of these blessings have also aggravated. This article tries to explain problems with the definition of cyberbullying, the issues raised and interventions to eradicate them. Recommendations are also provided to tackle this social norm. Even though research on cyberbullying has increased in recent years, countless constraints remain that need to be addressed in future research.
Prevention of Cyberbullying at Schools
Advances in Early Childhood and K-12 Education, 2020
This chapter aims to deal with cyberbullying as a globally increasing problem. Firstly, the context which facilitates the incidents is discussed. Then, the definition of cyberbullying, its distinctive features, forms of cyberbullying, and possible outcomes for the victims are briefly mentioned. And lastly, the main point of the chapter, which is the prevention strategies at school, is discussed based on the literature. When you enter the term “cyberbullying” in Google Academic and restrict the search for years 2000-2009, you get 3,720 results in .08 seconds. On the other hand, when you restrict the search for years between 2010-2019, you get 26,300 results in .09 seconds, which can be considered as the clear evidence of a globally growing interest in cyberbullying both as a research area and as a problem for parents, educators, and psychologists.
Cyberbullying: Prevention and Intervention to Protect Our Children and Youth
Preventing School Failure: Alternative Education for Children and Youth, 2011
Bullying has long been of concern to school officials and parents alike. Bullying, which is a type of aggressive behavior, has now entered the electronic age in the form of cyberbullying (e.g., e-mails, text messages, profile sites). Cyberbullying is especially insidious because it affords a measure of anonymity and the opportunity to reach a much larger number of victims without a significant threat of punishment. In this article, the authors discuss efforts to combat cyberbullying that include prevention and intervention programs at the community, school, and family levels. The authors point out that the majority of U.S. states have written legislation to address bullying and cyberbullying and that many schools have established policies that prohibit electronic bullying and developed consequences for doing so. Last, the authors discuss a number of antibullying curricula and mediated programs, software packages, and intervention strategies for the school and home designed to help protect children and adolescents from being targets of cyberbullying.
Schools and cyberbullying : problem perception, current actions and future needs
Cyberbullying is a common phenomenon amongst young people. It exhibits many similarities to traditional school bullying, with a potentially serious impact on the mental health and school functioning of victims. For this reason, action by schools is often recommended. The aim of this article is to provide a better picture of what schools are currently doing to address cyberbullying and of what schools will need to continue doing so in the future. An online survey was conducted among staff members of 309 primary and secondary schools in Flanders, which is the Dutch speaking part of Belgium. The questionnaire measured the schools' experiences with cyberbullying and their perceived International Journal of Cyber Society and Education 30 responsibility and efficacy in dealing with this issue as well as their concrete preventive, detective, and reactive actions. The results indicate that, although most schools are aware of relatively few cases of cyberbullying, they do consider cyberbullying to be a problem. Many schools consider it their duty to inform students about cyberbullying and to help find solutions to cyberbullying incidents involving students, even if they take place away from the school grounds or outside school hours. Although most schools organize concrete actions with regard to cyberbullying, they often seem uncertain about the appropriateness and effectiveness of their actions. They would welcome evidence-based intervention programmes that would appeal to their students.