Developing Strategies to Prevent “Cyber-Bullying”

Ozansoy, Kezban; Altınay, Zehra; Altınay, Fahriye

doi:10.29333/ejmste/85499

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…Based on former studies (Cooper & Nickerson, 2013;Giménez-Gualdo, 2015;Ozansoy, Altınay, & Altınay, 2018), we expected to find significant differences for our last research objective: use of coping strategies to face cyberbullying. Unlike the results of Ozansoy et al (2018), which indicated that schools tended to favour technical strategies, both the teachers and families in our sample perceived three of the four presented proactive strategies as the most suitable ones, which were tell a teacher, tell a family member and seek help in the social network group, which were the most suitable ones according to Caba and López (2013) and Giménez-Gualdo (2015), but avoided technical-type strategies.…”

Section: Discussionmentioning

confidence: 99%

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

Alcaine

Sánchez

2020

J. New Approaches Educ. Res.

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This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.

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Section: Discussionmentioning

confidence: 99%

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

Alcaine

Sánchez

2020

J. New Approaches Educ. Res.

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“…However, it may not be the permanent solution in this era because banning on advance technology can create complexity. So, it is also important to aware and arm the parents along with teachers and friends about the knowledge and skills in eradicating bullying involvement (Chen & Zhu, 2022;Ozansoy et al, 2018).…”

Section: Strategies To Cope With Cyberbullying Through Facebookmentioning

confidence: 99%

Secondary Level Students’ Experiences of Cyberbullying through Facebook

Dahal

2023

Jnl. NELTA Gandaki

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ICT users face various challenges due to the lack of knowledge and awareness to use its tools properly. Along with the spread of Facebook users, the trend of cyberbullying is gradually increasing among teenagers including school students who have been victimised daily. This study explores the students’ experiences of cyberbullying through Facebook and the strategies they apply to cope with cyberbullying. I employed the qualitative research method in which the semi-structured interview was designed to collect data from 16 participants. The finding of this study depicts that cyberbullying is experienced by the participants in various ways like sharing memes on Facebook wall and Messenger, using nicknames, using unacceptable (vulgar) words, teasing, threatening, hacking Facebook passwords, and using, proposing for being close friends and joining photos and uploading, sending messages time and again and calling during night time. The study also found that cyberbullying makes victimised people feel insecure. It was also suggested to report with the family members and friends making strict laws, keeping in school level curriculum and launching mass awareness to cope with the cyberbullying activities found in the school level students of Nepal.

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“…Knowing how to deal with cyberbullying has also been a focus of recent research, which has revealed imprecise results specifically concerning the type of strategies perceived by teachers as effective for students to deal with cyberbullying. It remains unclear which strategies they are more inclined to favor, such as more technical strategies (e.g., changing email and passwords) or strategies focusing on seeking help and/or reporting the incident (e.g., telling a family member) (Bautista Alcaine & Vicente Sánchez, 2020; Ozansoy et al, 2018). Moreover, a systematic review about teachers’ perceptions and responses towards cyberbullying (Macaulay et al, 2018) concluded that, teachers generally considered cyberbullying as a school problem, but their knowledge about effective strategies was inconsistent, and they did not believe in their ability to identify and deal with the phenomenon.…”

Section: How Teachers Define and Deal With Cyberbullying And Their Mo...mentioning

confidence: 99%

“It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying

et al. 2022

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Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

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Developing Strategies to Prevent “Cyber-Bullying”

Cited by 8 publications

References 8 publications

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

Secondary Level Students’ Experiences of Cyberbullying through Facebook

“It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying

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