Thesis (Ph. D.)--University of Montana, 2008. / Title from title screen. Description based on contents viewed May 5, 2009. Includes bibliographical references (p. 138-147).

Thesis (Ph.D.) -- University of Montana, 2008. / Title from author supplied metadata. Description based on contents viewed on June 26, 2009. Includes bibliographical references.

This master's thesis deals with issue of cyberbullying. It reports comprehensive view of the phenomen, whose severity has an increasing tendency, in particular thanks to continuous technical progress and development in the field of information and communication technologies. It characterizes particular tools, describes a specific form the resulting risks, which can develop through using the Internet and other digital media. It deals with the effects of cyberbullying to the psychic of the adolescents and brings a comprehensive view and experiences of children and adolescents with this issue. It focuses on the differences in the perception of cyberbullying by children and adults and on the role of social worker in the process of prevention and solution of cyberbullying.

Sexual minority adolescents are at higher risk for a variety of difficulties, including traditional victimization and depression. Also, cybervictimization has been associated with higher rates of depression. However, little attention has been paid to investigating the relations between sexual orientation, cybervictimization, and depressive symptoms, especially within the developmental stage of late adolescence. In fact, very little cybervictimization research has been conducted within this age group due to an assumption that cyberbullying is a problem only seen in middle school and high school. One aim of the current study was to determine whether sexual minority older adolescents are at greater risk for cybervictimization than their heterosexual counterparts. Another aim was to identify the specific sexual orientation and gender categories that were associated with the highest levels of cybervictimization. The study also was intended to examine whether current cybervictimization predicts depressive symptoms above and beyond other predictors, such as current traditional victimization and perceptions of high school cybervictimization. Another goal was to determine whether current cybervictimization interacts with these variables to predict depressive symptoms. The final aim of the study was to investigate whether the relation between cybervictimization and depressive symptoms differed between sexual minority and heterosexual participants. The findings from this study demonstrate that older sexual minority individuals, particularly those who identify as homosexual, are at increased risk for cybervictimization. Also, current traditional victimization and cybervictimization interacted to predict depressive symptoms. The importance of current cybervictimization also was highlighted by the finding that the highest levels of depression were associated with high levels of current cybervictimization, with or without high levels of high school cybervictimization. Finally, the relation between cybervictimization and depressive symptoms did not differ significantly between sexual minority and heterosexual participants. This study examined pressing questions that were previously unanswered in the literature, and the implications for future research, cyberbullying interventions, and societal awareness are vast. This study should be used as a foundation for further investigation on both cyberbullying in late adolescence and cyberbullying among sexual minority individuals. Also, the findings from this study should be applied to the development of cyberbullying interventions for older adolescents with special consideration given to the applicability to the sexual minority population.

Cyberbullying is a relatively new area of research which has developed over the last decade. Although its popularity has taken off recently, more research is needed to discern cyberbullying behavior. This dissertation seeks to address whether weak commitment to school, deviant peers, and cyberbullying victimization-strain variables can explain cyberbullying offending. In addition, it attempts to explain the mediation effects among weak commitment to school, deviant peers, cyberbullying victimization-strain, and cyberbullying offending variables. Using data from two middle schools in the United States, the findings suggest that weak commitment to school, deviant peers, and cyberbullying victimization-strain variables were able to predict cyberbullying offending. The findings also show that deviant peers and cyberbullying victimization-strain mediated, at least partly, the effect of weak commitment to school on cyberbullying offending. Overall, this dissertation indicates weak to moderate support for the commitment to school concept of social bonding theory and moderate to strong support for both the differential association and strain concepts of social learning and general strain theories. Theory and research implications are discussed.

The thesis "Cyberbullying at the elementary school" referred to the issue of cyberbullying is currently in our society. We should first clarify the basic concepts of the topic, as well as resources such behavior of children and related concepts such as kybergrooming. Further work is devoted to less important topics such as preventive measures, procedures in the event of cyberbullying and its postižitelností. We are also acquainted with the real cases of cyberbullying. In the empirical part of the thesis, we focused on a specific group of respondents from rural and urban primary schools in the South Bohemian region in order to confirm or disprove the hypothesis of the existence of cyberbullying in the school and pupils' awareness of such conduct, and then draw the appropriate conclusions.

This study is a systematic literature review over 12 peer reviewed articles regarding the topiccyberbullying. The purpose of this study is to summarise and critically discuss different interventions and preventions used to tackle cyberbullying in school environments.Interventions and preventions will be analysed from a relational perspective. The articles are sorted and discussed in four relevant categories. These are: Netiquette, building relationships, Learning through role models, antibullying programs. The study found that the foundation of most successful interventions against cyberbullying is healthy relationships between students and school staff. The result showed that based on meaningful relationships, successful interventions and preventions can be formed and used in school. It is important to acknowledge that not a single intervention can solve a complex problem like cyberbullying, but instead there is a need for a combination of different interventions and more knowledge about the phenomena cyberbullying.

The topic of the thesis is the incidence and prevention of different stages of bullying on business academies. The thesis contains the necessary theoretical background for understanding the concept of bullying. Firstly, the characteristics of the participants, aggressors and victims are described. After that, a detailed description of bullying stages follows. The thesis also deals with one of the forms, cyberbullying, which is very widespread today. An important part of the thesis presents an analysis of the first aid in the fight against bullying. Other options of dealing with bullying and methods of remediation are also described in details. The thesis introduces the consequences of bullying, which affect many areas. Finally, the thesis deals with a very important prevention, which is essential for the successful treatment of bullying. The issue provides the information necessary to prevent and tackle bullying in high schools. In the practical part, questionnaire that examines the current situation and students´experience in bullying is analyzed. Interview with a counselor dealing with bullying and its prevention at schools is a part of the dissertation.

Researchers have studied adolescent bullying behavior since the 1970s, however, today's technological advances have opened the door to a new form of abuse. Teens can no longer escape the wrath of their bullies once they have left the school grounds, because bullies are following them home. Cyberbullying is a new phenomenon in which bullies use computer-mediated communication (CMC) to torment their victims. This research project focused on uncovering some of the mysteries surrounding this new means of bullying. A grounded theory analysis of stories written by victims revealed cyberbullies often use synchronous chat tools, e-mail, web sites, and cell phone text messages to reach their victims. Data analysis also revealed victims use of contextualization, descriptions of their bullying episodes, and discussions of their responses and outcomes to characterize their experiences. Interestingly, the researcher found victims of cyberbullying generally were also victims off face-to-face bullying as well.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-09-13T16:53:34Z No. of bitstreams: 1 Ademar Alves dos Santos.pdf: 4852439 bytes, checksum: faf23580f879a88442fcddac5e2e8f80 (MD5) / Made available in DSpace on 2017-09-13T16:53:34Z (GMT). No. of bitstreams: 1 Ademar Alves dos Santos.pdf: 4852439 bytes, checksum: faf23580f879a88442fcddac5e2e8f80 (MD5) Previous issue date: 2017-05-30 / This thesis aims to study the phenomenon of cyberbullying in the virtual electronic media. As a multidimensional phenomenon, cyberbullying is closely linked to the exponential growth of information and communication technology. The aggressive, intimidating, systematic and recurring behaviors typify this kind of bullying, which was previously restricted to physical, school and non-school spaces, and today transcends into cyberspace. The analyses of this thesis are based on the complex thinking, proposed by Edgar Morin. Therefore, the study was developed in a qualitative approach. By examining cyberbullying in the cyberspace, this research is also characterized by the use of the ethnographic methodology. The data and information obtained were analyzed in the light of three categories of Morin’s thought: interactivity, complexity and simplification. This interpretative procedure was carried out according to the assumptions of the content analysis defined by Bardin (2010), taking as a universe of research, discourses that involve the cyberbullying phenomenon published by three major Brazilian newspapers and by three virtual communities on Facebook. The study showed that, in the contents of the newspapers and virtual communities analyzed, by promoting a fragmented and sensationalist approach to cyberbullying, these information vehicles promote the construction of a reductionist and therefore partial view of this phenomenon, disregarding its biological, social, cultural and psychological dimensions, elements that make up the totality of this social event. / Cette thèse a pour objet d'étude le phénomène cyberbullying dans les médias électroniques virtuels. Comme phénomène multidimensionnel, le cyberbullying est étroitement lié à la croissance exponentielle de la technologie de l'information et de la communication. Les comportements agressifs, intimidateurs, systématiques et récurrents, caractérisent ce type de bullying qui, auparavant limité aux espaces présentiels, scolaires et non scolaires, transcende aujourd'hui au cyberespace. Les analyses de cette thèse se reposent sur la pensée complexe proposée par Edgar Morin. Par conséquent, l'étude est développée dans une approche qualitative. Lors de l'étude du Cyberbullying, dans le cyberespace, cette recherche se caractérise également par l'utilisation de la méthodologie ethnographique. Les données et les informations obtenues ont été analysées au regard de trois catégories de pensée "moriniano": Interactivité, Complexité et Simplification. Cette procédure interprétative a été réalisée en accord avec les présupposés de l'analyse de contenu définis par Bardin (2010), prenant en compte des discours impliquant le phénomène cyberbullying publiés par trois grands journaux brésiliens et trois communautés virtuelles de Facebook. L'étude a démontré que, dans les contenus des journaux ou des communautés virtuelles analysés, en promouvant une approche fragmentée et sensationnaliste du Cyberbullying, ces véhicules d'information favorisent la construction d'une vision réductionniste et, donc partielle de ce phénomène, sans tenir compte des dimensions biologiques, sociales, culturelles et psychologiques, éléments qui composent tout cet événement social. / Esta tesis tiene como objeto de estudio al fenómeno de acoso virtual (cyberbullying), en los medios electrónicos virtuales. Como fenómeno multidimensional el acoso cibernético (cyberbullying), está estrechamente vinculado con el crecimiento exponencial de las tecnologías de la información y de la comunicación. El comportamiento agresivo y la intimidación sistemática y recurrente, tipifican este tipo de agresión que anteriormente se encontraba restringida a los espacios del aula, escolares o no, que hoy trasciende al ciberespacio. Los análisis de esta tesis se fundamentan em el pensamiento complejo propuesto por Edgar Morin. Por tanto, el estudio se desarrolló mediante un enfoque cualitativo. Al examinar el acoso cibernético en el ciberespacio, esta investigación también se caracteriza por el uso de la metodología etnográfica. Los datos e informaciones obtenidas fueron analizados sobre la óptica de tres categorías del pensamento moriniano: la interactividad, la complejidad y la simplificación. Ese procedimiento interpretativo se realizo de acuerdo con las condiciones definidas por Bardin (2010), tomando como universo de investigación discursos que incluyen al fenómeno del cyberbullying publicados por tres grandes revistas brasileñas y por tres comunidades virtuales del Facebook. El estudio demostro que en los contenidos de las revistas y comunidades virtuales analizadas, al promover un abordaje fragmentado y sensacionalista del acoso cibernético esos vehículos de información promueven la construcción de una visión reducionista y por tanto parcial de ese fenómeno, sin considerar sus dimensiones biológicas, sociales, culturales y psicológicas, elementos que componen la totalidade de ese evento social. / Esta tese tem como objeto de estudo o fenômeno cyberbullying na mídia eletrônica virtual. Enquanto fenômeno multidimensional, o cyberbullying está intimamente ligado ao crescimento exponencial da tecnologia da informação e da comunicação. Os comportamentos agressivos, intimidatórios, sistemáticos e recorrentes tipificam esse tipo de bullying, que, antes, restrito aos espaços presenciais, escolares e não escolares, transcende, hoje, para o ciberespaço. As análises desta tese fundamentam-se no pensamento complexo, proposto por Edgar Morin. Para tanto, o estudo desenvolveu-se numa abordagem qualitativa. Ao examinar o cyberbullying, no ciberespaço, esta pesquisa caracteriza-se também pelo uso da metodologia etnográfica. Os dados e informações obtidos foram analisados à luz de três categorias do pensamento moriniano: interatividade, complexidade e simplificação. Esse procedimento interpretativo realizou-se de acordo com os pressupostos da análise de conteúdo definidos por Bardin (2010), tomando como universo de investigação discursos que envolvem o fenômeno cyberbullying publicados por três grandes jornais brasileiros e por três comunidades virtuais do Facebook. O estudo demonstrou que, nos conteúdos dos jornais e comunidades virtuais analisados, ao promover uma abordagem fragmentada e sensacionalista do cyberbullying, esses veículos de informação promovem a construção de uma visão reducionista e, portanto, parcial desse fenômeno, desconsiderando suas dimensões biológicas, sociais, culturais e psicológicas, elementos que compõem a totalidade desse evento social.