Cyberbullying in Australia

Cross, Donna; Shaw, Thérèse; Epstein, Melanie; Monks, Helen; Dooley, Julian; Hearn, Lydia

doi:10.1002/9781119954484.ch5

Cited by 35 publications

(62 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Twenty-five percent of students in the Canadian study cited above indicated they would keep the bullying to themselves, with 9 percent acknowledging that they received messages that made them afraid, and 4 percent had suicidal thoughts (Cassidy, Jackson, & Brown, 2009, p.399). There are similar findings in the Australian context, with a major study of covert and cyber-bulling (Cross, et al, 2009) finding that while cyberbullying primarily takes place amongst high school students, 7-10% of younger children are also affected. The recent case of Tyler Clementi, a Rutgers' freshman in the USA, demonstrates the potentially fatal consequences of this type of online harassment.…”

Section: New Technologies and School Violencesupporting

confidence: 54%

Introduction: The Case for Rethinking School Violence

Robinson¹,

Saltmarsh²,

Davies³

2012

Rethinking School Violence

View full text Add to dashboard Cite

The global representation of schools as 'safe spaces' / 'dangerous places' underpins the contradictory experiences of schooling for many teachers and students, posing critical questions associated with equity and social justice for school administrators and broader communities. The dominant view of schools has been, and continues to be, that they are generally safe supportive places, and that schooling is a context in which most parents feel confident in entrusting educational institutions with the care of their children. Schools have responsibility for children for extensive periods of time in the earlier part of their lives, and also for many aspects of children's socialisation, including the development of academic and life skills that are considered a requirement for becoming a successful and productive adult citizen.Within this framework, educators take on an 'in loco parentis' duty of care, with the expectation of having children's best interests and well-being at the core of their teaching philosophies and practices. Many students successfully complete their schooling taking away positive and rewarding experiences of their education.However, the discursive constitution of schooling as a 'safe space' for children and educators continues to be disrupted and challenged, with extensive reporting in recent decades of a vast range of behaviours, incidents and practices in schools that can be encapsulated within the broad term of 'school violence'. Examples include rampage shootings, knifings, sexual harassment and abuse, homophobic and racist attacks, and bullying, to name but a few. What this latter picture highlights is that schools can be equally 'dangerous places' for many students and teachers, undermining the quality and equality of their educational and teaching experiences. Media representations of school violence tend to pick up on the more sensational violent incidents such as shootings, student suicides resulting from bullying and harassment, or the sexual abuse of students by teachers. Reports such as these influence how schools are understood within the broader community as dangerous places. These are critical examples of school violence, but what media sensationalism tends to overshadow is the every day violence encountered in schools that becomes normalised within

show abstract

Section: New Technologies and School Violencesupporting

confidence: 54%

Introduction: The Case for Rethinking School Violence

Robinson¹,

Saltmarsh²,

Davies³

2012

Rethinking School Violence

View full text Add to dashboard Cite

show abstract

“…Teasing was identified as the most commonly occurring form of bullying within this study, followed by telling rumours (Cross et al, 2009). In relation to covert bullying specifically, 16% of students reported being 3 the victim of such bullying every few weeks or more often, with Grades 5-8 reporting the highest prevalence rates (18-20%).…”

Section: Australianmentioning

confidence: 76%

“…More recently, the Australian covert bullying prevalence study used a sample of 7,418 students aged between 8 and 14 years and found that 27% of students reported being the victim of bullying every few weeks or more often, with the highest prevalence rates being for Grade 5 (32%) and Grade 8 (29%) students (Cross et al, 2009). Teasing was identified as the most commonly occurring form of bullying within this study, followed by telling rumours (Cross et al, 2009).…”

Section: Australianmentioning

confidence: 99%

“…The targeted age for the intervention was based on literature highlighting that the highest incidence of bullying occurs within the later primary grades and transition to high school (Nansel et al, 2001;Olweus, 1991;Pepler et al, 2006). The Australian covert bullying prevalence study reported on a sample of 7,418 students aged 8-14 years and found that the highest prevalence rates were for Grade 5 (32%) and Grade 8 (29%) (Cross et al, 2009). This indicates that intervention is needed early in order to attempt to reduce rates within these particularly high incidence ages.…”

Section: Considerations Regarding Program Delivery Methods and Componentsmentioning

confidence: 99%

“…In recent years, there has been a surge in interest, publicity, and research in the area of bullying (Cook, Williams, Guerra, Kim and Sadek, 2010). Recent prevalence rates of bullying within Australia indicate that it is a significant problem, with 27% of children reporting being the victim of frequent bullying (Cross et al, 2009). Research has shown that being victimised is associated with low selfesteem, anxiety, depression, poor school achievement, loneliness and increased chance of further victimisation (Arseneault et al, 2008;Cassidy, 2009;Fisher et al, 2012;Gini & Pozzoli, 2009;Lereya et al, 2013; Zwierzynska, Wolke, & Lereya, 2013), while perpetrating bullying in childhood has been associated with an increased risk of later anti-social acts such as aggression, substance use and delinquency in addition to increased risk of depression and self-harm (Kaltiala-Heino, Frojd & Marttunen, 2010;Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000;Olweus, 1991;Winsper, Lereya, Zanarini & Wolke, 2012).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Bullying and mental health in children: development and evaluation of the ThinkSMART program, and an exploration of the pathways from victimisation to mental health difficulties

Wolfe¹

View full text Add to dashboard Cite

Bullying occurs when there is an imbalance of power between the bully and the victim, there are repeated negative actions against the victim, and there is a deliberate intention on the part of the bully to cause harm (Olweus, 1997;Slee, 1995). In recent years, there has been a surge in interest, publicity, and research in the area of bullying (Cook, Williams, Guerra, Kim and Sadek, 2010). Recent prevalence rates of bullying within Australia indicate that it is a significant problem, with 27% of children reporting being the victim of frequent bullying (Cross et al., 2009). Research has shown that being victimised is associated with low selfesteem, anxiety, depression, poor school achievement, loneliness and increased chance of further victimisation (Arseneault et al., 2008;Cassidy, 2009;Fisher et al., 2012;Gini & Pozzoli, 2009;Lereya et al., 2013; Zwierzynska, Wolke, & Lereya, 2013), while perpetrating bullying in childhood has been associated with an increased risk of later anti-social acts such as aggression, substance use and delinquency in addition to increased risk of depression and self-harm (Kaltiala-Heino, Frojd & Marttunen, 2010;Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000;Olweus, 1991;Winsper, Lereya, Zanarini & Wolke, 2012). The current research project aimed to develop and evaluate the efficacy of a brief anti-bullying schoolbased program utilising cognitive-behavioural principles and including skills of problem solving, perspective taking, help seeking and emotion regulation; the ThinkSMART program.This was achieved through three interconnected studies.Study 1 involved running a series of discussion groups with 45 students from grades 5 to 7 and 26 teaching staff drawn from two different primary schools. The discussion groups were asked a series of targeted questions to explore students' and teachers' understanding of bullying, to determine their experiences with bullying and anti-bullying initiatives, and their preferences for dealing with bullying problems. The feedback from this process was to be used to supplement the existing literature base and theory and to be incorporated in decisions regarding the development of the intervention program. Publications included in this thesisNo publications included. Contributions by others to the thesisDr Jeanie Sheffield (Principal Advisor) contributed to the conception, design and ongoing conduct of the project, as well as reading drafts and providing revisions and editing. TheThinkSMART program was developed predominantly by the author after discussion with Dr Sheffield about conceptual issues, format, and modes of delivery. Text and activities were developed by the author and were reviewed for understanding and applicability by Dr Teachers from participating primary schools assisted with distribution of questionnaires and participant recruitment for the discussion groups and intervention.Cover design for the ThinkSMART program manuals was produced by the author. Artwork was produced by Angela Randell.Provisionally registered postgraduate ...

show abstract

Protecting and Promoting Young People’s Social and Emotional Health in Online and Offline Contexts

Cross¹,

Barnes

2015

Handbook of Children and Youth Studies

View full text Add to dashboard Cite

Cyberbullying in Australia

Cited by 35 publications

References 35 publications

Introduction: The Case for Rethinking School Violence

Introduction: The Case for Rethinking School Violence

Bullying and mental health in children: development and evaluation of the ThinkSMART program, and an exploration of the pathways from victimisation to mental health difficulties

Protecting and Promoting Young People’s Social and Emotional Health in Online and Offline Contexts

Contact Info

Product

Resources

About