Who is responsible for addressing cyberbullying? Perspectives from teachers and senior managers

Green, Vanessa A.; Johnston, Michael; Mattioni, Loreto; Prior, Tessa; Harcourt, Susan; Lynch, Tegan E.

doi:10.1080/21683603.2016.1194240

Cited by 24 publications

(16 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Addressing training offered to current teachers in the education system, in a sample of 888, 50% had attended an anti-cyberbullying training program, where senior managers (66%) had attended more cyberbullying training events compared to only a third of teachers (Green et al, 2017). Those that had received training were more likely to take a greater responsibility to manage cyberbullying, to help young people stay safe.…”

Section: Cyberbullying Training and Guidance For Teachersmentioning

confidence: 99%

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

Macaulay

Betts

Stiller

et al. 2018

Aggression and Violent Behavior

View full text Add to dashboard Cite

The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teachers' perceptions and responses towards cyberbullying in the education system. Once the search strategy was applied across the six databases, 20 studies fulfilled the inclusion criteria for the current review. The studies were reviewed and examined for common themes. Five themes were identified: (a) Cyberbullying characteristics and student involvement, (b) Cyberbullying training and guidance for teachers, (c) School commitment and strategies to manage cyberbullying, (d) The impact and extent of cyberbullying prevalence and consequences, and (e) Teachers' confidence and concern towards cyberbullying. The themes are discussed in a narrative synthesis with reference to implications for teachers and for the continued development and review of anti-cyberbullying initiatives.

show abstract

Section: Cyberbullying Training and Guidance For Teachersmentioning

confidence: 99%

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

Macaulay

Betts

Stiller

et al. 2018

Aggression and Violent Behavior

View full text Add to dashboard Cite

show abstract

“…In the same way, the more directly teachers are involved in analyzing cyberbullying and devising strategies to cope with it, the better grasp they will have of the phenomenon [37], thus responding to the need for teachers to feel better informed and more professionally prepared for this task [38]. In fact, teachers and school principals already consider themselves key players in the prevention and management of all types of cyberbullying [39], despite the fact that their knowledge may be limited to its more widely-known forms [40].…”

Section: Introductionmentioning

confidence: 99%

Asegúrate: An Intervention Program against Cyberbullying Based on Teachers’ Commitment and on Design of Its Instructional Materials

Rey

Ortega-Ruíz

Casas

2019

IJERPH

View full text Add to dashboard Cite

This article presents the impact on cyberbullying of the Asegúrate program. This educational program is based on the theory of normative social behavior, self-regulation skills, and the beliefs held by adolescents and consists in a whole package of strategies and resources to help teachers to include in the ordinary curricula. The evaluation of Asegúrate was carried out with a sample of 4779 students (48.9% girls) in 5th and 6th grade in primary education and compulsory secondary education (M = 12.76; SD = 1.67) through a quasi-experimental methodology, with two measures over time. The instrument used was the European Cyberbullying Intervention Project Questionnaire. The results show that the involvement in cyberbullying as cyber-victim, cyber-aggressor, and cyber-bully-victim increase without intervention, whereas it diminishes when intervention is carried out by the teachers who have received specific training and have used the didactic Asegúrate package. Additionally, the impact of the intervention on the different types of behaviors was analyzed, and the results show that Asegúrate is more effective with some forms than with others. Consequently, the Asegúrate program is effective for decreasing the prevalence of cyberbullying, but some modifications need to be made to impact on all the different forms it can take.

show abstract

“…Previous research has shown that as a result of the KiVa program teachers have higher levels of selfevaluated competence in dealing with bullying compared with control schools (Ahtola et al 2012). As noted by Green et al (2016), approximately 30% of teachers in a nationally representative sample indicated that they had not had any formal training in how to deal with bullying or cyberbullying. Furthermore, the vast majority endorsed the need for training.…”

Section: Discussionmentioning

confidence: 97%

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Green

Woods

Wegerhoff

et al. 2019

Int Journal of Bullying Prevention

Self Cite

View full text Add to dashboard Cite

This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2-6 (~6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

show abstract

Who is responsible for addressing cyberbullying? Perspectives from teachers and senior managers

Cited by 24 publications

References 48 publications

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

Asegúrate: An Intervention Program against Cyberbullying Based on Teachers’ Commitment and on Design of Its Instructional Materials

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Contact Info

Product

Resources

About