Cyberbullying and moral disengagement: an analysis based on a social pedagogy of pastoral care in schools

Kyriacou, Chris; Zuin, Antônio Álvaro Soares

doi:10.1080/02643944.2015.1134631

Cited by 36 publications

(22 citation statements)

References 13 publications

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“…In an overview of research on the types of cyberbullies (also cyberbullying perpetrators or predators), Kyriacou and Zuin (2016) identified five main categories, taking into account the psychological attributes (both personal and social) that underpin their behavior: the sociable cyberbully (cyberbullying for fun in order to entertain his/her friends without serious consideration of the victim's feelings); the lonely cyberbully (a relatively isolated cyberbully with no friends, spends his/her time by abusing others with whom s/he has little or no personal contact); the narcissistic cyberbully (a cyberbully demonstrating power by administering harm to another person); the sadistic cyberbully (a cyberbully enjoying causing distress, harm and suffering to another person); and the morally-driven cyberbully (a cyberbully feeling the victim is receiving justice for his/her actions). Additionally, in a survey research, Korean, You and Lim (2016) used a sample of 3449 middle school students and demonstrated a set of variables associated with more cyberbullying perpetration, particularly longer use of the Internet, more previous bullying and victim experiences, a higher aggression level, and lack of self-control.…”

Section: The Profiles Of the Main Actorsmentioning

confidence: 99%

From risk factors to detection and intervention: a practical proposal for future work on cyberbullying

Ioannou¹,

Blackburn

Stringhini

et al. 2018

Behaviour & Information Technology

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While there is an increasing flow of media stories reporting cases of cyberbullying, particularly within online social media, research efforts in the academic community are scattered over different topics across the social science and computer science academic disciplines. In this work, we explored research pertaining to cyberbullying, conducted across disciplines. We mainly sought to understand scholarly activity on intelligence techniques for the detection of cyberbullying when it occurs. Our findings suggest that the vast majority of academic contributions on cyberbullying focus on understanding the phenomenon, risk factors, and threats, with the prospect of suggesting possible protection strategies. There is less work on intelligence techniques for the detection of cyberbullying when it occurs, whilst currently deployed algorithms seem to detect the problem only up to some degree of success. The article summarizes the current trends aiming to encourage discussion and research with a new scope; we call for more research tackling the problem by leveraging statistical models and computational mechanisms geared to detect, intervene, and prevent cyberbullying. Coupling intelligence techniques with specific web technology problems can help combat this social menace. We argue that a multidisciplinary approach is needed, with expertise from human computer interaction, psychology, computer science, and sociology, for current challenges to be addressed and significant progress to be made.

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Section: The Profiles Of the Main Actorsmentioning

confidence: 99%

From risk factors to detection and intervention: a practical proposal for future work on cyberbullying

Ioannou¹,

Blackburn

Stringhini

et al. 2018

Behaviour & Information Technology

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show abstract

“…As Kyriacou and Zuin (2016) argue, social pedagogy has a congruence with education as its goal, that is a social element in which individuals would co-exist peacefully and promote a communal well-being, as a form of citizenry and cultural formation (pp. 37-38).…”

Section: Conclusion -Dimensions Of Mindfulness In Pastoral Carementioning

confidence: 99%

Pastoral Care and Mindfulness: A Teaching Practice

Strongman¹

2017

JETS

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From the earliest modern academic literature of industrial organization, supervision education and training, managerial considerations involve leveraging to improve the work of the supervisor and supervisee, and accentuating the value added opportunities for work improvement (Dawson, 1926, pp. 293-295). Reflecting the incorporation of the 'pastoral' within the industrial, Kadushin's model of supervision has short and long-range objectives. The short-range objective is "to improve the [knowledge] worker's capacity to do [his or her] job more effectively". The long-range objective is to instill the capacity to perform a "particular service" that the organization is mandated to offer (Kadushin & Harkness, 2002, p. 20). This article discusses the concepts of mindfulness and pastoral care in teaching practices. By defining both pastoral care and mindfulness and situating them in a context of relational teaching practice it is argues that self-esteem, confidence and student focused support may be enhanced by the application of concepts from auxiliary health fields.

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“…Th eir use has brought, in addition to many benefi ts, also various risks or threats, especially to children and youth (Borowska, T., 2009, Huk, T., 2012, Juszczyk, S., 2012. At present, a serious problem is the so-called cyber-bullying, i.e., electronic bullying (Kyriacou, Ch., Zuin, A., 2016). It is abuse of mobile phones and internet to send aggressive, hateful and harming messages or intimidate persons, as the case may be.…”

Section: School Social Pedagogue In the Slovak Republicmentioning

confidence: 99%

School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

Emmerová¹

2016

tner

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Th e profession of social pedagogue is classifi ed as a helping profession. Social pedagogues can prove their worth in various sectors and work with various target groups. Th e study analyses legislative possibilities and actual activities of social pedagogues in schools in Slovakia. Social pedagogues working in Slovak elementary and secondary schools carry out primary and secondary prevention, deal with pupils' problem behaviour, screen for threatened pupils, provide counselling, actively work with pupils from socially disadvantaged environments, cooperate with pupils' parents and with specialists. Th e author also briefl y elucidates school preventive socio-educational work of social pedagogues in the other V4 countries comparable geographically, historically and culturally.

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Cyberbullying and moral disengagement: an analysis based on a social pedagogy of pastoral care in schools

Cited by 36 publications

References 13 publications

From risk factors to detection and intervention: a practical proposal for future work on cyberbullying

From risk factors to detection and intervention: a practical proposal for future work on cyberbullying

Pastoral Care and Mindfulness: A Teaching Practice

School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

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