Cyberbullying Awareness Intervention in Digital and Non-digital Environment for Youth: Current Knowledge

Lim, Willone; Islam, Farhana

doi:10.1007/s10639-022-11472-z

Cited by 8 publications

(2 citation statements)

References 120 publications

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“…Taking into account the specific nature of the developmental period, the youngest group of Internet users is subject to a special type of care by researchers, educators, parents, and educational policy-makers, who aim to protect this group from negative phenomena such as hate speech, 'hejt', happy slapping, exposure to vulgarities, verbal attacks from other users, identity theft, dissemination of false and inaccurate information, and others. Research in this area has a long-standing tradition and is characterized by increasing educational and didactic effectiveness (Lim et al, 2022;Rodríguez-Álvarez et al, 2018).…”

Section: Research Articlementioning

confidence: 99%

How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective

Tomczyk,

Guillén-Gámez,

Mascia

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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The twin phenomena of cyberbullying and cyberaggression are among the most common e-threats. Today, much is known about the aggression and violence mediated by new media and targeted at students. However, there is still an empirical gap in the consideration of the mechanisms and forms of cyberaggression and cyberbullying targeting teachers. The aim of this study is to present 10 types of cyber-attacks that teachers have been subjected to in Poland in the last few years. The types of attacks presented include vilification in the information space (forums and social networking sites), direct attack using social networks, recording teachers without their consent, online blackmail, creation and dissemination of memes, photomontage, latent cyberbullying, destructive actions in the COVID-19 period, the creation of fake profiles, and the use of a digital tool in an offline environment. The subject of the study was the statements of post-secondary school graduates who had encountered such phenomena. The article highlights the need to increase digital safety for teachers.

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Section: Research Articlementioning

confidence: 99%

How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective

Tomczyk,

Guillén-Gámez,

Mascia

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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“…Amid applications such as Instagram, Facebook, Snapchat, and X (formerly known as Twitter), cyberbullying has become more frequent among many elementary school children. According to the systematic review of Lim et al (2023), programs used interactive games to counter cyberbullying were more successful than the traditional lesson-based approach delivered by educators. In a systematic study conducted by Calvo-Morata et al (2020), video games had a positive effect on students aged 6-12 years by increasing awareness, creating empathy, and teaching new strategies on ways to counter cyberbullying.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review

Freeman,

Tellez,

Jones

2024

Social Sciences

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School violence remains a major concern for scholars, policymakers, and the public in the United States. Despite the implementation of various school violence prevention programs, information regarding their effectiveness in the United States is outdated and limited. This systematic review identified current elementary school programs that effectively reduce school violence in the United States and determined the types of elementary school violence prevention programs implemented, their effectiveness, and the types of tools used to enhance such programs. A qualitative methodological approach was employed, and four databases were searched. English articles published between 2012 and 2023 were selected. Furthermore, data involving elementary school education, school personnel, teachers, and children (5–12-year-old) in the United States were included in the thematic analysis. Results confirmed that the school-wide Positive Behavior Interventions and Supports program effectively decreases violence, suspensions, office referrals, and disruptive behaviors, whereas positive action effectively reduces negative violent behaviors. Social–emotional learning (SEL) implementation also reduced behavioral issues. The findings of this study are relevant for guiding teachers, school administrators, policymakers, teacher education preparation programs, and health professionals in constructing evidence-based violence prevention programs with an added SEL component for elementary schools.

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Sociodemographic Factors Associated with Cyberbullying Experience and Practice Among Youths in Malaysia

Lim,

Lau,

et al. 2024

J. technol. behav. sci.

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Cyberbullying Awareness Intervention in Digital and Non-digital Environment for Youth: Current Knowledge

Cited by 8 publications

References 120 publications

How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective

How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective

Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review

Sociodemographic Factors Associated with Cyberbullying Experience and Practice Among Youths in Malaysia

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