‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

Macaulay, Peter J. R.; Betts, Lucy R.; Stiller, James; Këllezi, Blerina

doi:10.1080/02671522.2020.1767183

Cited by 10 publications

(6 citation statements)

References 107 publications

(165 reference statements)

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“…This is due to different underlying mechanisms and coping strategies that are based on different types of online communication. This is mainly connected to public dimension of some cyberbullying acts that made them more severe in terms of victimisation [ 71 ].…”

Section: Discussionmentioning

confidence: 99%

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

Pyżalski

Plichta

Szuster

et al. 2022

IJERPH

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The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students’ and teachers’ perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13–16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens’ testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.

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Section: Discussionmentioning

confidence: 99%

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

Pyżalski

Plichta

Szuster

et al. 2022

IJERPH

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“…Results indicated that being aware that students observed or were involved in cyberbullying incidents was not directly associated with teachers’ perceived severity of the phenomenon, which answered our research Question 4. Considering that teachers manage cyberbullying according to their perceived severity of this type of behavior (Macaulay et al, 2018; Macaulay et al, 2021), this can contribute specifically to teachers’ ignoring a given situation more easily and not intervening when necessary. In accordance, previous research involving students revealed that when they perceived cyberbullying behavior as less severe, they tended not to intervene as bystanders (van Cleemput et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Considering that teachers' perceived severity of a given incident determines their probability to intervene (Sawyer et al, 2011), devaluing its gravity can contribute to teachers not intervening when required. Moreover, since teachers manage cyberbullying according to the perceived severity of each situation, this can, in turn, lead to inconsistencies in the intervention strategies that they use (Macaulay et al, 2021). Thereby, it is relevant for teachers to develop accurate knowledge about the severity and impact of cyberbullying behavior, which they can also share with their students.…”

Section: How Teachers Define and Deal With Cyberbullying And Their Mo...mentioning

confidence: 99%

“…Lastly, the degree of severity attributed to a given behavior can also influence teachers’ decision to help or not (Sawyer et al, 2011). Specifically, teachers seem to deal with cyberbullying according to the severity they attribute to a particular situation (Macaulay et al, 2021). Hence, if teachers minimize the severity of cyberbullying, for instance, due to erroneous beliefs they may have about the phenomenon (Bautista Alcaine & Vicente Sánchez, 2020), this can lead them more easily not to intervene when necessary.…”

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“It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying

et al. 2022

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Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

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“…Digital publicity is the dominant response from young people in organizations or companies so that they can develop practical implications for products being promoted related to publicity issues [12]. The dominant role of publicity is responded to by young people and triggers positive and negative observers' interventions [13]. The use of social media has advantages and disadvantages that result in connections with colleagues, scientific promotion, and public engagement, and can also expose researchers to criticism and even possible harassment.…”

Section: Publicity Recorded On Online Mediamentioning

confidence: 99%

Implementation Communication Crisis Public Relations of Digital Media-Based: Internet Use Before, During, and After the Covid19 Crisis

Faustyna¹

2022

Advances in Social Science, Education and Humanities Research

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My purpose of doing this research is to find out the activity process of tourist site managers who carry out crisis communication activities through online media or digital media using internet technology links. The problem of this paper lies in the practice of crisis communication in Public Relations institutions that use the Internet before, during, and after the Covid19 Crisis. The data in this study used information from informants as primary data, research results directly in the field, and data from websites about news published by online media about PR activities in implementing crisis communication on Paloh Naga tourism, Denai Lama Village. Findings at tourist sites that managers have not been effective in using digital media to fill in digital media, this is due to constraints on the internet network in the area. According to Yin, the case study approach, because it can be applied to phenomena and contexts, the essence of the field cannot be seen clearly and several sources can be used as evidence and sources of information to enrich the citations in this paper. I use the concept of crisis communication according to my observations and the cases that occurred. The concept of crisis communication can explore cases and this activity should be carried out. The manager of breakfast culinary tourism sites in Denai Lama Village responds to crises during, before, during, and after the crisis, This refers to the Situational Crisis Communication Theory/SCCT.

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‘The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

Abstract: The more public it is, the more severe it is': Teachers' perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education 'The more public it is, the more severe it is': Teachers' perceptions on the roles of publicity and severity in cyberbullying

Cited by 10 publications

References 107 publications

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

“It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying

Implementation Communication Crisis Public Relations of Digital Media-Based: Internet Use Before, During, and After the Covid19 Crisis

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