Cyberbullying among college students with disabilities

Kowalski, Robin M.; Morgan, Chad A.; Drake-Lavelle, Kelan; Allison, Brooke B.

doi:10.1016/j.chb.2015.12.044

Cited by 82 publications

(46 citation statements)

References 51 publications

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“…Research indicates that students with disabilities are more likely to engage in behavior which precedes negative feedback from peers, including hypersexualization, poor social competence, and lack of restraint when pursuing new social relationships (Koutamanis, Vossen, & Valkenburg 2015). As a result, these learners may be more likely to experience victimization on social media (Kowalski et al, 2016).…”

Section: Media Literacy Education and Disabilitiesmentioning

confidence: 99%

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Probst¹

2017

JMLE

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Media literacy and special education communities have largely ignored the impact of digital media use on special education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a "provocative selfie" as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world while remediating poor social and emotional skills commonly associated with many social, emotional, and behavioral disorders.

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Section: Media Literacy Education and Disabilitiesmentioning

confidence: 99%

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Probst¹

2017

JMLE

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“…For example, while Seiler and Navarro () found youth of color had lower risk of experiencing cyberbullying, other studies found they had a higher risk (Navarro & Jasinski, ) or that there was no impact (Schneider et al, ). Finally, findings also indicate that one's disability (Kowalski, Morgan, Drake‐Lavelle, & Allison, ) and sexual orientation (Schneider et al, ) may increase the likelihood of victimization. Put another way, young people with disabilities and/or those who do not identify as heterosexual are at an increased risk of experiencing cyberbullying.…”

Section: Cyberbullying and Cyberaggressionmentioning

confidence: 90%

Technology and the endless “cat and mouse” game: A review of the interpersonal cybervictimization literature

Clevenger

Navarro²,

Gilliam

2018

Sociology Compass

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As technology has rapidly advanced, so have the opportunities for perpetrators to leverage these improvements for nefarious purposes with interpersonal cybercrimes where the intent is to harm a person by making them fearful, upset, or vulnerable. In this review of the literature, the state of knowledge about interpersonal cybercrimes will be explored. This will include cyberbullying and cyber aggression, cyberstalking, and cybersexual exploitation. Within this review, definitions of these crimes will be provided, along with knowledge regarding prevalence rates and incident characteristics, along with issues confronting each subfield of cybervictimization and responses and initiatives that have been taken to combat these crimes. Although this review will undoubtedly become dated in only a few years given the rapid advancement of these crimes, it serves as a call that academics and stakeholders alike must keep pace with those seeking to harm others through technology.

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“…; Heiman et al ., ), those that do address this field highlight the extent to which students with special educational needs are at a higher risk of cyberbullying than their mainstream counterparts. In some cases, the focus has been around the impact of cyber victimisation (Didden et al ., ; Lazuras et al ., ; Heiman et al ., ) and in others, greater attention has been paid to the fact that ‘individuals with disabilities may be more likely than those without to engage in retaliatory bullying, perhaps due to the perception of fewer response alternatives’ (Kowalski, et al ., : 424).…”

Section: A Review Of the Literaturementioning

confidence: 98%

Perpetrators, victims, bystanders and upstanders: cyberbullying in a special school context

Beer¹,

Hawkins²,

Hewitson³

et al. 2019

Support for Learning

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This study offers a multi-dimensional analysis of 'real world' cyberbullying between members of a special school community. The purpose of this article is to analyse the social and educational contexts within which interactions of this nature are embedded. The interview both illuminated a number of themes pertinent to the current literature, and extended those related to the call for further analysis of the contextual determinants of cyberbullying. The influence of the conditions experienced by the children involved (Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Condition (ASC)) is discussed and demonstrated. This use of natural observation provides a current and 'real world' illustration of teacher perceptions of the complex behaviours and interactions occurring in cyberspace, which hold potential for grave consequences. A hopeful tone is maintained as the potential for selfless upstander behaviour and resolution via the involvement of supportive and knowledgeable pastoral staff is realised in the article's conclusion.

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Cyberbullying among college students with disabilities

Cited by 82 publications

References 51 publications

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

Technology and the endless “cat and mouse” game: A review of the interpersonal cybervictimization literature

Perpetrators, victims, bystanders and upstanders: cyberbullying in a special school context

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