The Prevalence of Cyberbullying and the Views of 5-12 Grade Pupils and Teachers on Cyberbullying Prevention in Lithuanian Schools

Abstract

This article analyses the views of cyberbullying prevention among 5-12 grade pupils and teachers in Lithuanian schools. It defines the concept of cyberbullying in the context of school pupils, and analyses the theoretical grounds for prevention of this form of bullying. The article also presents the results of the survey (which was conducted in [2009][2010] and reveals the views of 2064 pupils of 5 -12 grade and their 1062 teachers towards the prevention of cyberbullying. Based on the empirical research, it could be concluded that efforts to prevent cyberbullying among 5-12 grade pupils in school must be consistent, and permanent, and involve the whole school community. From the perspective of the pupils, the most effective measures to prevent cyberbullying should be oriented toward psychological conditioning (to strengthen pupil's self-esteem and to outline the consequences for pupils who are involved in cyberbullying).

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

“…You cannot do that, you can also learn to use cellphones." This statement is in line with the results of research by Baraldsnes (2016) on the occurrence of cyberbullying through cell phone media and internet sources, as well as disagreements and inconsistencies in teacher beliefs about cyberbullying media (Baraldsnes, 2016). Furthermore, there is a feeling of lack of success and the possibility of a lack of strategies in handling cyberbullying in schools.…”

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

“…You cannot do that, you can also learn to use cellphones." This statement is in line with the results of research by Baraldsnes (2016) on the occurrence of cyberbullying through cell phone media and internet sources, as well as disagreements and inconsistencies in teacher beliefs about cyberbullying media (Baraldsnes, 2016). Furthermore, there is a feeling of lack of success and the possibility of a lack of strategies in handling cyberbullying in schools.…”

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures

“…Despite frequent discussion about the risk factors associated with cyberbullying among children and adolescents, some are still deemed controversial factors, such as age, race, gender, and the frequency of suffering on the internet. For cyberbullying victims, some studies claim that older teenagers are more vulnerable to cyberbullying ( 15 , 38 , 52 , 53 ), while other studies found conflicting results ( 26 , 33 ). As for student race, Alhajji et al argued that non-white students were less likely to report cyberbullying ( 29 ), while Morin et al observed no significant correlation between race and cyberbullying ( 52 ).…”

“…For countries recognizing collectivist cultural values, such as China and India, emphasizing peer attachment and a sense of collectivism can reduce the risk of cyberbullying perpetration and victimization ( 78 ). Besides, schools can cooperate with mental health agencies and neighboring communities to develop preventive programs, such as extracurricular activities and training ( 44 , 53 , 62 ). Specifically, school-based preventive measures against cyberbullying are expected to be sensitive to the characteristics of young people at different ages, and the intersection of race and school diversity ( 29 , 76 ).…”

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

“…The studies identified in Table 1 were conducted in the UK (n = 3) (Betts & Spenser, 2015;Boulton et al, 2014;Monks, Mahdavi, & Rix 2016), USA (n = 3) (Pelfrey & Weber, 2015;Stauffer et al, 2012;Styron et al, 2016) and Canada (n = 3) (Cassidy, Brown, & Jackson, 2012;Li, 2008;Ryan, Kariuki, & Yilmaz, 2011). The other studies identified represented Australia (n = 2) ( Barnes et al, 2012;Compton, Campbell, & Mergler, 2014), Turkey (n = 2) (Sezer, Yilmaz, & Yilmaz, 2015;Yilmaz, 2010) and Belgium (n = 2) (DeSmet et al, 2015;Vandebosch, Poels, & Deboutte, 2014), with one study each representing Lithuania (Baraldsnes, 2015), Israel (Eden, Heiman, & Olenik-Shemesh, 2013), New Zealand (Green et al, 2016), Taiwan (Republic of China) (Huang & Chou, 2013), and Northern Ireland and the Republic of Ireland (Purdy & Mc Guckin, 2015). Thirteen of the twenty studies utilised a survey methodology, with four taking a qualitative approach through focus groups (Betts & Spenser, 2015;Compton, Campbell, & Mergler, 2014;Monks, Mahdavi, & Rix, 2016) or interviews (Pelfrey & Weber, 2015).…”

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

“…You cannot do that, you can also learn to use cellphones." This statement is in line with the results of research by Baraldsnes (2016) on the occurrence of cyberbullying through cell phone media and internet sources, as well as disagreements and inconsistencies in teacher beliefs about cyberbullying media (Baraldsnes, 2016). Furthermore, there is a feeling of lack of success and the possibility of a lack of strategies in handling cyberbullying in schools.…”

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures

“…Despite frequent discussion about the risk factors associated with cyberbullying among children and adolescents, some are still deemed controversial factors, such as age, race, gender, and the frequency of suffering on the internet. For cyberbullying victims, some studies claim that older teenagers are more vulnerable to cyberbullying ( 15 , 38 , 52 , 53 ), while other studies found conflicting results ( 26 , 33 ). As for student race, Alhajji et al argued that non-white students were less likely to report cyberbullying ( 29 ), while Morin et al observed no significant correlation between race and cyberbullying ( 52 ).…”

“…For countries recognizing collectivist cultural values, such as China and India, emphasizing peer attachment and a sense of collectivism can reduce the risk of cyberbullying perpetration and victimization ( 78 ). Besides, schools can cooperate with mental health agencies and neighboring communities to develop preventive programs, such as extracurricular activities and training ( 44 , 53 , 62 ). Specifically, school-based preventive measures against cyberbullying are expected to be sensitive to the characteristics of young people at different ages, and the intersection of race and school diversity ( 29 , 76 ).…”

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

“…The studies identified in Table 1 were conducted in the UK (n = 3) (Betts & Spenser, 2015;Boulton et al, 2014;Monks, Mahdavi, & Rix 2016), USA (n = 3) (Pelfrey & Weber, 2015;Stauffer et al, 2012;Styron et al, 2016) and Canada (n = 3) (Cassidy, Brown, & Jackson, 2012;Li, 2008;Ryan, Kariuki, & Yilmaz, 2011). The other studies identified represented Australia (n = 2) ( Barnes et al, 2012;Compton, Campbell, & Mergler, 2014), Turkey (n = 2) (Sezer, Yilmaz, & Yilmaz, 2015;Yilmaz, 2010) and Belgium (n = 2) (DeSmet et al, 2015;Vandebosch, Poels, & Deboutte, 2014), with one study each representing Lithuania (Baraldsnes, 2015), Israel (Eden, Heiman, & Olenik-Shemesh, 2013), New Zealand (Green et al, 2016), Taiwan (Republic of China) (Huang & Chou, 2013), and Northern Ireland and the Republic of Ireland (Purdy & Mc Guckin, 2015). Thirteen of the twenty studies utilised a survey methodology, with four taking a qualitative approach through focus groups (Betts & Spenser, 2015;Compton, Campbell, & Mergler, 2014;Monks, Mahdavi, & Rix, 2016) or interviews (Pelfrey & Weber, 2015).…”

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

“…You cannot do that, you can also learn to use cellphones." This statement is in line with the results of research by Baraldsnes (2016) on the occurrence of cyberbullying through cell phone media and internet sources, as well as disagreements and inconsistencies in teacher beliefs about cyberbullying media (Baraldsnes, 2016). Furthermore, there is a feeling of lack of success and the possibility of a lack of strategies in handling cyberbullying in schools.…”

Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures

“…Despite frequent discussion about the risk factors associated with cyberbullying among children and adolescents, some are still deemed controversial factors, such as age, race, gender, and the frequency of suffering on the internet. For cyberbullying victims, some studies claim that older teenagers are more vulnerable to cyberbullying ( 15 , 38 , 52 , 53 ), while other studies found conflicting results ( 26 , 33 ). As for student race, Alhajji et al argued that non-white students were less likely to report cyberbullying ( 29 ), while Morin et al observed no significant correlation between race and cyberbullying ( 52 ).…”

“…For countries recognizing collectivist cultural values, such as China and India, emphasizing peer attachment and a sense of collectivism can reduce the risk of cyberbullying perpetration and victimization ( 78 ). Besides, schools can cooperate with mental health agencies and neighboring communities to develop preventive programs, such as extracurricular activities and training ( 44 , 53 , 62 ). Specifically, school-based preventive measures against cyberbullying are expected to be sensitive to the characteristics of young people at different ages, and the intersection of race and school diversity ( 29 , 76 ).…”

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

“…The studies identified in Table 1 were conducted in the UK (n = 3) (Betts & Spenser, 2015;Boulton et al, 2014;Monks, Mahdavi, & Rix 2016), USA (n = 3) (Pelfrey & Weber, 2015;Stauffer et al, 2012;Styron et al, 2016) and Canada (n = 3) (Cassidy, Brown, & Jackson, 2012;Li, 2008;Ryan, Kariuki, & Yilmaz, 2011). The other studies identified represented Australia (n = 2) ( Barnes et al, 2012;Compton, Campbell, & Mergler, 2014), Turkey (n = 2) (Sezer, Yilmaz, & Yilmaz, 2015;Yilmaz, 2010) and Belgium (n = 2) (DeSmet et al, 2015;Vandebosch, Poels, & Deboutte, 2014), with one study each representing Lithuania (Baraldsnes, 2015), Israel (Eden, Heiman, & Olenik-Shemesh, 2013), New Zealand (Green et al, 2016), Taiwan (Republic of China) (Huang & Chou, 2013), and Northern Ireland and the Republic of Ireland (Purdy & Mc Guckin, 2015). Thirteen of the twenty studies utilised a survey methodology, with four taking a qualitative approach through focus groups (Betts & Spenser, 2015;Compton, Campbell, & Mergler, 2014;Monks, Mahdavi, & Rix, 2016) or interviews (Pelfrey & Weber, 2015).…”