What influences Australian secondary schools in their efforts to prevent and intervene in cyberbullying?

Pennell, Donna; Campbell, Marilyn; Tangen, Donna

doi:10.1080/00131881.2020.1795701

Cited by 14 publications

(14 citation statements)

References 33 publications

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“…Bronfenbrenner (1977) described systems as micro-, meso-, exoand macrosystems, depending on how individuals are impacted by each one. All levels of the socio-ecological framework are implemented with anti-bullying programs at a school level (Pennell et al, 2020). The macrosystem is described as societal and cultural aspects that impact bullying, the exosystem as school practice in uenced by communities, the mesosystem as school actions of prevention and intervention, and the microsystem as the prevention and intervention activities of stakeholders inside schools.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Cyberbullying has been de ned as encompassing these same three elements, but with speci c nuances around the imbalance of power, which can include "technological know-how, relative anonymity, social status, number of friends, or marginalized group position" (Smith et al, 2012), as well as repetition, which includes the length of time that images and messages remain online. Schools are called upon to play a signi cant role in addressing bullying, with expectations that they understand the o ine and online behaviours of their students, and remain current with new online platforms (Lindstrom et al, 2019;Pennell et al, 2020). While schools -and the staff therein -are well placed to educate children and young people about bullying and other anti-social behaviours (Sivaraman et al, 2019;Tanrikulu, 2018), their role in managing this behaviour is complicated by criminal and legal requirements, expectations of parents, their primary role as educators, and the complex and rapidly changing nature of cyberbullying.…”

Section: Background and Contextmentioning

confidence: 99%

“…In developing the SSAT, we acknowledged the complex nature of bullying and focused on the expectations of schools to create supportive social environments. In addition, drawing on Social Ecological Theory, we incorporated the understanding that bullying is embedded in larger social contexts (Bronfenbrenner, 1977;Pennell et al, 2020). Finally, we also drew on theories of behaviourism, social learning theory, prevention science, and systems change in the school climate literature.…”

Section: Introductionmentioning

confidence: 99%

“…As social environments, schools are at the forefront of managing bullying behaviours, with incidents occurring either at school, or outside of school via school networks. As a result, schools are regularly asked to respond to anti-social behaviours, related incidents, and other challenges to their social environment (Lindstrom et al, 2019;Pennell et al, 2020). COVID-19 and the shift to online teaching in Australia and around the globe has increased the online activity of school-aged children and young people.…”

Section: Introductionmentioning

confidence: 99%

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Development and initial validation of a school self-assessment tool to measure the extent to which schools are prepared to prevent and respond to cyberbullying and other challenges to the school social environment

Dyke

MacDonald

Bajayo³

et al. 2022

Preprint

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Bullying, which includes cyberbullying and face-to-face bullying, is amongst the most pervasive threats to the wellbeing of children and young people. As social environments, schools are at the forefront of managing bullying behaviours. The rapidly changing and complex nature of bullying requires schools to put in place and maintain systems to prepare for and respond to such activities, and to continually test and refine these systems to ensure optimal performance. Despite this clear need, there is a lack of school level, self-assessment tools that enable schools to assess and measure their preparedness to deal with bullying and related disruptive activities. The aim of this paper was to describe the development, and reliability and validity testing, of such a tool – the School Self-Assessment Tool. The result is a 22-item, evidence-based, reliable, and validated instrument, situated within socio-ecological theory, and drawing on theories of behaviourism, social learning theory, prevention science, and systems change in the school climate literature. Schools may use the SSAT-22 in a number of ways depending on their needs, including to monitor progress, examine areas of strengths or challenges, and/or assist in collaborative efforts with other schools.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Background and Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development and initial validation of a school self-assessment tool to measure the extent to which schools are prepared to prevent and respond to cyberbullying and other challenges to the school social environment

Dyke

MacDonald

Bajayo³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…To conclude, findings of the present study may significantly contribute to designing effective school prevention and intervention efforts. More specifically, intervention programs exceeding the school context, thus involving families too, are expected to be quite effective (Della Cioppa et al, 2015;Lester et al, 2017;Pennell et al, 2020). At this point, it is necessary to highlight that our approach focuses on supporting the psychological growth and flourishing of the youths who have been victimised.…”

Section: Educational Implicationsmentioning

confidence: 99%

The role of basic psychological needs in bullying victimisation in the family and at school

Varsamis

Halios²,

Katsanis

et al. 2021

J. Psychol. Couns. Sch.

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Bullying continuously attracts the interest of school communities, government policy makers and researchers. The present study enquires into the role of basic psychological needs in perpetrating and victimisation behaviour of children and youth in the social contexts of school and family in a cross-sectional research design. Specifically, this study focuses on the direct effects that basic psychological needs might have on bullying behaviour and bullying victimisation. It was found that basic psychological needs, forged in the relationships with family and school members, could predict bullying victimisation in each social context. Bullying perpetrations could be predicted only by bullying victimisation stemming from each social context, whereas bullying behaviours in school could also be directly predicted by the basic psychological needs developed in the family. Furthermore, path models verified the multiple influences of family functioning on school relationships. Findings of the present study may contribute to designing effective school interventions and to reforming antibullying guidelines for teachers and parents with respect to the basic psychological needs of the children or adolescents who have been victimised.

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The last straw: Exploring COVID‐19 anxiety, bullying victimization, and teacher emotional violence in Chinese adolescents' perpetrators cyberbullying

Zhang,

Ding,

Zhou

2024

Community & Applied Soc Psy

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The positive relationship between coronavirus disease 2019 (COVID‐19)‐related psychological distress and adolescents' cyberbullying behaviours has garnered attention. Although the global COVID‐19 pandemic has ended, examining adolescents' cyberbullying behaviours in the context of this disaster and revealing the potential complex interaction effects of COVID‐19 anxiety and peer and teacher factors on adolescents' cyberbullying behaviours, especially in non‐Western cultural contexts, hold inspirational value for developing more effective prevention or intervention programs for future disasters. We examined the moderation effects of bullying victimization and teachers' emotional violence (TEV) on the association between COVID‐19 anxiety and cyberbullying among adolescents in China. Data were collected from a recruited sample of 514 junior high school students in Beijing, China. Adolescent anxiety about COVID‐19 was positively correlated with cyberbullying. The moderating effects of the TEV and bullying victimization on the association between COVID‐19 anxiety and cyberbullying among adolescents were significant. The positive link between COVID‐19 anxiety and cyberbullying was stronger among adolescents with high bullying victimization and TEV. This study offers preliminary evidence on the risk of TEV and bullying victimization in the association between COVID‐19 anxiety and cyberbullying in Eastern cultures. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

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What influences Australian secondary schools in their efforts to prevent and intervene in cyberbullying?

Cited by 14 publications

References 33 publications

Development and initial validation of a school self-assessment tool to measure the extent to which schools are prepared to prevent and respond to cyberbullying and other challenges to the school social environment

Development and initial validation of a school self-assessment tool to measure the extent to which schools are prepared to prevent and respond to cyberbullying and other challenges to the school social environment

The role of basic psychological needs in bullying victimisation in the family and at school

The last straw: Exploring COVID‐19 anxiety, bullying victimization, and teacher emotional violence in Chinese adolescents' perpetrators cyberbullying

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