Cyberbullying in the United Kingdom and Ireland

Gaffney, Hannah; Farrington, David P.

doi:10.1007/978-3-319-73263-3_5

Cited by 10 publications

(10 citation statements)

References 53 publications

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“…Parents and teachers presented a more generalized concern for the impacts and potential harms and stressed the contextual (online vs. offline balance) and time displacement aspects of adolescent online activities (i.e., psychosocial impacts) potentially due to them being the most tangible in nature and particularly given the heightened expectations during adolescence for academic achievement and its implication for occupational attainment [ 125 ]. Teachers stressed both concerns relating to displacement, but also emphasised the content-related impacts (i.e., aggression) reflecting school experiences and the increased in prevalence of cyberbullying and cybervictimization in schools [ 126 ]. Studies examining time spent on learning activities have found it to be negatively related to PSU, whereas time spent on entertainment has been associated positively with PSU and displacing time for communication unlike time spent for self-expression (i.e., gaining acceptance and image curation) [ 127 ].…”

Section: Discussionmentioning

confidence: 99%

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Throuvala

Griffiths

Rennoldson

et al. 2021

IJERPH

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Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study’s sample consisted of students (N = 42, Mage = 13.5, SD = 2.3), parents (N = 9, Mage = 37, SD = 5.6) and teachers (N = 9, Mage = 34, SD = 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula.

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Section: Discussionmentioning

confidence: 99%

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Throuvala

Griffiths

Rennoldson

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Karakteristik bullies dan victim yang berdampak pada kecenderungan perilaku negatif yang dapat merugikan diri sendiri dan orang lain, diperlukan strategi penanganan bullying melalu program anti bullying melalui layanan bimbingan yang dapat mencegah bullying. Program intervensi efektif dalam mengurangi tindakan perundungan di sekolah sekitar 19-20% dan korban perundungan di sekolah sekitar 15-16% (Gaffney & Farrington, 2018).…”

Section: Pendahuluanunclassified

Pelatihan Komunikasi Asertif dengan Teknik Psychoeducational Intervention untuk Mencegah Cyberbullying

Karyanti,

Syarif,

Fatchurahman

2024

carmin. j. com. serv.

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The training held in the Stimulus Community Partnership Program Community Service (PKMS) is aimed at employees in the UMPR environment. Implementation of assertive communication training using psychoeducational intervention techniques to prevent cyberbullying at SMK Negeri 3 Palangka Raya as a solution to problems faced by students who are in the adolescent phase and tend to be involved in cyberbullying either as perpetrators or victims. Cases of cyberbullying in the school environment do not only involve students as bullies and victims. Incidents of cyberbullying are increasing internationally and are considered a problem both inside and outside of school. Cyberbullying has received attention because it affects many individuals of various ages in a variety of settings, especially adolescents. The training activities were implemented for one day on August 15, 2022. The training participants totaled 150 students. Based on the results of the analysis of the success of the training, 91% of students experienced increased knowledge about cyberbullying and had assertive communication skills.

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“…A felmérés arra is rávilágított, hogy az Írországban megkérdezettek 60%-a úgy véli, hogy az online térben elkövetett zaklatás rosszabb, mint az off line elkövetési formák. 79 A cyberbullying jelenségét ugyanakkor nemcsak a gyermekek, hanem a tanárok és a szülők szemszögéből is kutatták Írországban. Egy 2015-ben megjelent, ír és északír tanárok bevonásával készült felmérés arra mutat rá, hogy az oktatók is érzékelik a problémát, ugyanakkor pontosabb útmutatást várnak az oktatási kormányzattól a tennivalókkal kapcsolatban.…”

Section: áLdozatok éS Elkövetők a Felmérések Tükrébenunclassified

Új kihívások, új törvények: a gyűlöletbűncselekmények és a cyberbullying szabályozása Írországban

Horváth

2023

Mádl Ferenc Intézet Tudományos Közleményei

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9 Gybcstv. 2. cikk (2) bekezdés (b) pont (i) alpont. A magánlakás (private residence) értelmezésére lásd a 2. cikk (3) bekezdését. 10 Gybcstv. 2. cikk (2) bekezdés (b) pont (ii) alpont 11 A sugárzás (broadcast) definíciója: a nagyközönség közvetlen elérésére szánt, vezeték nélkül vagy bármilyen más kommunikációs eszközzel, hanggal, jelzéssel, vizuális képpel vagy jelzéssel együtt történő továbbítás, szórás vagy terjesztés, függetlenül attól, hogy a kommunikációt, hangokat, jeleket vagy képeket ténylegesen fogadják-e vagy sem [Gybcstv. 1. cikk (1) bekezdés 1. pont]. 12 Gybcstv. 3. cikk (1) bekezdés 13 Gybcstv. 3. cikk (2) bekezdés. A tényállás értékelésére lásd: Schweppe-Walsh, 2008, 64-66. o. 14 Gybcstv. 3. cikk (3) bekezdés (a) pont 15 Gybcstv. 3. cikk (3) bekezdés (b) pont 16 Gybcstv. 3. cikk (4) bekezdés (a) pont 17 Gybcstv. 3. cikk (4) bekezdés (b) pont 18 Gybcstv. 3. cikk (5) bekezdés (a) pont 19 Gybcstv. 3. cikk (5) bekezdés (b) pont 20 Gybcstv. 3. cikk (6) bekezdés 21 Gybcstv. 4. cikk (1) bekezdés. A tényállás értékelésére lásd: Schweppe-Walsh, 2008, 66-68. o. 22 Gybcstv. 4. cikk (2) bekezdés 23 Írországban a büntetőeljárásnak -az elkövetett bűncselekmény függvényében -két formája létezik, a sommás (egyszerűsített) (summary conviction) és a teljes (vádemeléses) eljárás (tried on indictment). 24 Gybcstv. 6. cikk (a) pont 25 Gybcstv. 6. cikk (b) pont 26 Gybcstv. 7. cikk (1) bekezdés

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Cyberbullying in the United Kingdom and Ireland

Cited by 10 publications

References 53 publications

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Pelatihan Komunikasi Asertif dengan Teknik Psychoeducational Intervention untuk Mencegah Cyberbullying

Új kihívások, új törvények: a gyűlöletbűncselekmények és a cyberbullying szabályozása Írországban

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