Analysis of Experts' and Trainers' Views on Cyberbullying

Abstract

Partners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers' and experts' views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts' and trainers' views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.

Análise das dimensões do cyberbullying: um estudo sob a ótica de educadores de ensino fundamental e médio

“…Embora o cyberbullying seja um tema relevante em função dos resultados desastrosos que acarreta, poucas instituições de ensino incorporam a problemática aos seus currículos e políticas ou promovem formações sistematizadas aos colaboradores e alunos (JÄGER et al, 2010). Autores como Smith et al (2008) …”

“…Nesse contexto, há um consenso entre diversos autores de que a escola não deve permanecer passiva, e sim precisa adotar práticas planejadas para reduzir esses comportamentos, proporcionando aos alunos um ambiente de aprendizagem seguro (HINDUJA; PATCHIN, 2008;MISHNA, SAINI;SOLOMON;JÄGER et al, 2010;MATTIONI, 2012). No entanto, sabe-se que, apesar da seriedade do problema e de as escolas reconhecerem a existência do cyberbullying, muitas vezes esses comportamentos são ignorados, subestimados ou não valorizados pela instituição, colaborando para a impunidade e perpetuação dessas práticas (MAIDEL, 2009).…”

“…No entanto, sabe-se que, apesar da seriedade do problema e de as escolas reconhecerem a existência do cyberbullying, muitas vezes esses comportamentos são ignorados, subestimados ou não valorizados pela instituição, colaborando para a impunidade e perpetuação dessas práticas (MAIDEL, 2009). Poucas instituições de ensino incorporam a temática do cyberbullying em seus currículos e políticas ou promovem formações aos colaboradores, professores e alunos (JÄGER et al, 2010).…”

Cyberbullying in the Light of Challenges of School-Based Prevention

“…Based on the analyses conducted in nine European countries, it was observed that the sources of cyberbullying are particularly connected with the patterns of using ICTs, lack of media literacy and media education, as well as lack of adequate regulations to monitor the risky behaviours in the Internet. According to teachers and experts, their professional group is considered to play a significant role in minimising cyberbullying, however they emphasise their need for ongoing educational and organisational support to increase digital safety among students but also parents and teachers themselves (Jäger et al, 2010). Education to improve the effectiveness of cyberbullying preventions and develop digital literacy has become obvious in the rapidly developing information society.…”

Análise Das Dimensões Do Cyberbullying: Um Estudo Sob a Ótica De Educadores De Ensino Fundamental E Médio

“…Embora o cyberbullying seja um tema relevante em função dos resultados desastrosos que acarreta, poucas instituições de ensino incorporam a problemática aos seus currículos e políticas ou promovem formações sistematizadas aos colaboradores e alunos(JÄGER et al, 2010). Autores comoSmith et al (2008) e Petermann e Petermann (2011) defendem que o tema cyberbullying deve fazer parte de políticas escolares e materiais instrucionais destinados a orientar tanto os professores quanto os pais para o enfrentamento do cyberbullying e o controle do uso das TICs pelo adolescente.…”