Cyberbullying: What School Administrators (and Parents) Can Do

Beale, Andrew V.; Hall, Kimberly R.

doi:10.3200/tchs.81.1.8-12

Cited by 173 publications

(100 citation statements)

References 4 publications

(1 reference statement)

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“…Scholastically, students who are victims of an anonymous attack and fear that the attacker is a friend or a classmate are distracted from learning and become unsettled when studying. It can cause a significant decrease in the ability to concentrate, a loss of motivation to study, low academic achievement, reluctance to go to school, and frequent absences (Beale & Hall 2007). Socioemotionally these victims have difficulty defending themselves and so may change their behavior, withdraw, respond aggressively, or isolate themselves.…”

Section: Dangers Resulting From the Use Of The Internet By Children Amentioning

confidence: 99%

Awareness of eSafety and Potential Online Dangers among Children and Teenagers

Zilka

2017

JITE:Research

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Aim/PurposeAwareness of eSafety and potential online dangers for children and teenagers. BackgroundThe study examined eSafety among children and teenagers from their own perspectives, through evaluations of their awareness level of eSafety and of potential online dangers. Methodology This is a mixed-method study with both quantitative and qualitative elements. The study includes questionnaires and interviews. A total of 345 participants from Israel completed questionnaires; 90 children and teenagers were interviewed from among the participants. ContributionThe study examined the awareness of children and youths of safe online surfing. It also examined the degree of exposure of children and youths to positive and negative aspects of the Internet. This study illustrates the dual potential of Internet use within the context of eSafety, as seen through the eyes of children and teenagers. Characteristics of use of the Internet are liable to increase the danger to and the bullying of youths and by youths in the digital domain. It also demonstrates the promises of using the Internet for productive learning and leisure activities. FindingsFindings show that the children and teenagers who participated in the study reported a medium-high level of awareness. Issues that participants were concerned about included avoiding contact with strangers and cyberbullying, not necessarily by strangers, but also by friends. Recommendations for PractitionersIt is important to examine how children perceive online events for the purpose of examining their statements regarding eSafety and the way they view problematic or dangerous online events, as well as how they believe they can cope with them. Recommendation for ResearchersThe study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex online situations. Awareness of eSafety and Potential Online Dangers amongst Children and Teenagers 320Impact on Society This study illustrates the dual potential, positive and negative aspects, of Internet use within the context of eSafety, as seen through the eyes of children and teenagers. Future ResearchFuture studies should track changing eSafety awareness and behavior longitudinally to identify the impact of maturation and experience on their behavior and attitudes.

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Section: Dangers Resulting From the Use Of The Internet By Children Amentioning

confidence: 99%

Awareness of eSafety and Potential Online Dangers among Children and Teenagers

Zilka

2017

JITE:Research

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“…Girls were more likely to engage in electronic bullying compared to boys and this could be explained by the nature of electronic aggression. Specifically, the relative anonymity afforded to individuals who engage in electronic bullying compared to face-to-face bullying (Beale & Jall, 2007) may make this form of peer bullying more attractive to girls, as the potential consequences of engaging in such behaviour are reduced.…”

Section: Discussionmentioning

confidence: 99%

Development of the Multidimensional Peer Victimization Scale–Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB)

Betts

Houston²,

Steer

2015

The Journal of Genetic Psychology

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Peer victimization is a frequent occurrence for many adolescents; however, some of the psychometric properties of self-report scales assessing these experiences remain unclear.Furthermore, with an increase in access to technology, electronic aggression should also be considered. The study examined the psychometric properties of the Multidimensional Peer Victimization Scale (MPVS, Mynard & Joseph, 2000), and developed versions to include the assessment of electronic aggression according to whether the adolescent was the target or perpetrator of peer victimization. Three hundred and 71 (191 girls and 180 boys Mage = 13 years 4 months, SDage= 1 year 2 months) adolescents in the UK completed the MPVS including 5 newly developed items assessing electronic aggression, a version of the MPVS designed to assess victimization perpetration, and a measure of self-esteem. Confirmatory factor analyses yielded a five-factor structure comprising: Physical, social manipulation, verbal, attacks on property, and electronic for both scales. Convergent validity was established through negative associations between the victimization scales and self-esteem.Sex differences also emerged. One revised scale and one new scale are subsequently proposed: The Multidimensional Peer Victimization Scale -Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB).

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“…Clearly the research indicates that unmonitored access to the Internet can place students in danger and cyberbullying has increased at alarming rates (Beale and Hall, 2007). Unlimited access provided by most cell phones can allow for text messaging and other tools to exclude or hurt others .…”

Section: Resultsmentioning

confidence: 99%

Sexting, Texting, Cyberbullying and Keeping Youth Safe Online

D'Antona¹,

Kevorkian²,

Russom³

2010

Journal of Social Sciences

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Problem statement:The issue of cyberbullying is one that has raised the concerns of parents, educators and law enforcement. Today children have cell phones with internet access as young as age eleven and some have cell phones as young as age eight making them all vulnerable to cyberbullying. Approach: The aim of this study was to explore differences between third, fourth and fifth graders perceptions of cyberbullying as a function of having a cell phone, by gender and grade. Data was collected from 835 third, fourth and fifth graders in Massachusetts. Results: An analysis of the data revealed that 35 % of third, fourth and fifth graders had their own cell phone, 11.4% responded that they had received mean or hurtful email or text messages about them and 45.6% of the students responded that they had been bullied in school. Differences by grade and gender were examined. Results indicate that although 27% of respondents worry about being bullied online, only 12% had someone talk to them about bullying online. Students in third grade were more in agreement that they worry about being bullied online and more strongly reported being afraid of being bullied by other students at school. Female respondents were more in agreement with the prevalence of cyberbullying or receiving hurtful emails and text messages about them and others. Conclusion: The findings suggest that students are provided with technology at young ages and receive very little guidance to protect them from cyberbullying.

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Cyberbullying: What School Administrators (and Parents) Can Do

Cited by 173 publications

References 4 publications

Awareness of eSafety and Potential Online Dangers among Children and Teenagers

Awareness of eSafety and Potential Online Dangers among Children and Teenagers

Development of the Multidimensional Peer Victimization Scale–Revised (MPVS-R) and the Multidimensional Peer Bullying Scale (MPVS-RB)

Sexting, Texting, Cyberbullying and Keeping Youth Safe Online

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