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Cyberbullying and mental health among Taiwanese high school students: a mixed methods study / 台湾の高校生におけるネットいじめとメンタルヘルスに関するミクストメソッド研究Wang, Chia Wen 23 March 2020 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第22375号 / 医博第4616号 / 新制||医||1043(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 古川 壽亮, 教授 佐藤 俊哉, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM
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Investigating the Efficacy of the Coping Strategies Adolescents Use to Handle CyberbullyingNeaville, Stacey 01 January 2017 (has links)
Cyberbullying can negatively influence adolescents' overall wellbeing. Previous studies on cyberbullying provided knowledge about ways youths cope with cyberbullying; yet the literature lacks information about the efficacy of the coping strategies of cyberbullying victims. The purpose of this straight qualitative study was to investigate what coping strategies cyberbullying victims found effective for handling cyberbullying. The transactional model of coping, approach-avoidance coping, and self-efficacy theory formed the conceptual model to explore, analyze, and understand coping with cyberbullying. Using flyers and snowball sampling, 6 adolescents in Grades 10 to 12 were recruited to participate in the study. Data from semistructured phone interviews were analyzed using the Colazzi method. Pattern matching was used to assess the validity of the findings and to examine the viability of previously used coping theories for explaining coping with cyberbullying. According to the findings, situational context influenced coping strategy development, use, and effectiveness. Adolescents' age, experience, and maturity were significant to their approaches to cyberbullying. Whether the adolescents were attempting to thwart or to keep the cyberbullying from being hurtful were significant to coping strategy use and effectiveness. Future research would benefit from further exploring the role of context in coping strategy use and effectiveness, developmental differences in coping with cyberbullying, examining the efficacy of the support cyberbullying victims receive, and developing a practical coping model for cyberbullying. These findings may inform prevention and intervention efforts for cyberbullying and may foster new research on coping with cyberbullying.
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Trestněprávní aspekty kyberšikany / Criminal aspects of cyberbullyingVištalová, Anastasja January 2021 (has links)
Thesis title, keywords and resume Thesis title: Criminal aspects of cyberbullying Key words: cybercrime, cyberbullying, criminal law This master thesis deals with the definition of key criminal aspects of criminal offenses referred to as cyberbullying. The master thesis is divided into five separate chapters. The first chapter deals with the general definition of cyberbullying as a new phenomenon and its comparison with the traditional form of bullying, defines other key terms and defines the victim and perpetrators of this behavior, including these types and typology. The second chapter introduces cyberstalking, which is compared to stalking, following the example of the first chapter, again defines and defines the basic concepts that are characteristic of this issue, as well as the perpetrator and victim, considering their patterns of behavior, typology, and motives, which lead the aggressor to commit an infringement. The third chapter focuses on the illicit handling of personal data, which can serve as an effective tool to carry out cyberbullying, while all of them mention the institute of "freezing of data", which in turn serves as a means of prosecution and detection by law enforcement authorities to perpetrators of cyberbullying. The fourth chapter deals with the fastest growing and at the same time...
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Pediatric Bullying and Victimization: Quality Improvement Project in a Primary Care SettingSklar, Melanie 23 July 2021 (has links)
No description available.
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Cyberbullying: youth's perceptions in a Johannesburg school contextMoross, Karen January 2017 (has links)
A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Psychology, Johannesburg 2017 / Cyberbullying is a new form of bullying that has emerged as a by-product of interactive communication technologies, of which adolescents are the most prolific users. A meaningful number of adolescents are involved in cyberbullying and the impact can have a significant effect on the wellbeing of adolescents. The prevalence and the level of severity of this phenomenon is a matter of concern for society in general. Technology is pervasive and has become an integral part of the lives of adolescents; it can also leave individuals more vulnerable to harassment and violent behaviour penetration/victimisations.
This study used Q methodology as an alternative approach to explore how South African adolescents’ perceived the nature of cyberbullying and its severity by providing insights into their subjective understanding of the phenomenon. A sample of 46 adolescents (aged 14 to 17 years of age) ranked two sets of statements (Q sort 1 and Q sort 2) that described cyberbullying behaviours and hypothetical cyberbullying events respectively. Participants sorted the statements according to personal significance within a fixed matrix. Their responses were analysed using the freeware statistical program PQ Method (Schmolck, 2014).
A five-factor solution was identified and described for Q sort 1. The diversity of views emerging has implications for cyberbullying research, policy, and intervention and suggests different approaches for addressing this issue. Three distinct accounts of the severity of cyberbullying events emerged from the Q sort 2 analysis. These perspectives are discussed in relation to existing literature and the potential role of adults is considered. Participants also completed an open-ended questionnaire to inform their reactions to cyberbullying events by probing coping mechanisms. The distinct representations add to the understanding of this complex phenomenon. / XL2018
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The Role of Perceived Social Injustice in CyberbullyingWang, Yuanxin January 2020 (has links)
This dissertation explored the relationships among social injustice, social dominance orientation, aggression, and cyberbullying across Chinese and American populations. Direct effect and mediation models were proposed to test the explanatory power of perceived social injustice on the likelihood of cyberbullying. Twelve hypothesized social injustice scenarios written with first person perspective and based on three types of perceived social injustice (distributive, procedural, interactional), two social settings (pay, power), and two levels of injustice (high, low) were created to test four groups of hypotheses on the relationship between social factors and cyberbullying. Data were collected from an online survey site. A total of 639 Chinese participants and 484 American participants were randomly assigned to one of the 12 scenarios and then instructed to complete the survey based on the way they were treated in the scenarios. Participants were asked to report the level of their social dominance orientation, perceived injustice based on the scenarios, level of aggression, and likelihood of cyberbullying. Demographic characteristics of the participants were also recorded. Results revealed that (a) perceived distributive injustice positively predicts likelihood of cyberbullying among both American and Chinese participants, (b) perceived interactional injustice positively predicts the likelihood of cyberbullying only among Chinese participants, (c) the level of proactive aggression mediates the effect of perceived distributive injustice on the likelihood of cyberbullying, (d) the level of reactive aggression mediates the effect of perceived procedural and interactional injustices on the likelihood of cyberbullying, and (e) social dominance orientation negatively predicts three types of perceived social injustice and positively predicts the likelihood of cyberbullying. The theoretical and practical contributions of the dissertation are discussed. / Media & Communication
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EFFECTS OF CYBERBULLYING ON STUDENT SUCCESSSheridan, Michael F. January 2022 (has links)
The level of diversity among colleges and universities is at its greatest level. This level of diversity has proven to be beneficial in several key areas for all students. With this increase in diversity, there have been other consequences as well. One form of bullying, cyberbullying, has been on the rise due to greater use of technology, increase of social media platforms, accessibility of smartphones and a shift from in-person instruction to virtual instruction. Although copious amounts of research can be conducted on cyberbullying on adolescents, there is a deficiency of information on whether cyberbullying exists within higher education as well as the impact it may have on students. This was a mixed methods study which included a survey of the undergraduate population within a university on the east coast of the United States. There were a total of 148 survey respondents and four interviews conducted.
The findings indicate that that cyberbullying does, in fact, exist within colleges and universities at the undergraduate level. In addition, different groups of people experience cyberbullying at different levels and frequencies. Also, it has been noted that cyberbullying impacts these different groups in a variety of different ways. Some groups were not impacted at all, while others were impacted a great deal.
The implications from this study demonstrate that there is the need for improvement in a couple of key areas pertaining to policy and practice. Those areas are the training for faculty staff and administration, support services and additional programming available for students. / Educational Leadership
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Adolescent Coping Strategies for In-person Bullying and CyberbullyingBradbury, Stacey Lynn 06 August 2013 (has links)
No description available.
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The effectiveness of an interactive cyberbullying intervention on understanding, awareness, and action potential of sixth grade studentsEwing, Jennifer R. 17 June 2013 (has links)
No description available.
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An Examination of Catholic School Teachers’ Perceptions and Legal Understanding of CyberbullyingBoyer, Mary Beth 01 October 2015 (has links) (PDF)
The bully has been a figure in adolescent life for decades; however, the nature of bullying in the 21st Century has changed as it has moved to cyberspace. Bullying has taken on a new form termed cyberbullying. This quantitative survey design study examined Catholic school teachers’ legal understanding and perceptions of cyberbullying. In examining Catholic school teachers’ understanding of the law governing cyberbullying, their concerns about cyberbullying, their perceived responsibility in addressing cyberbullying, and their perceived ability to respond to cyberbullying, the study examined the human interactions that reflect not only legal responsibilities, but also ethical obligations as caring and just leaders in Catholic schools.
A survey instrument was distributed online to eight Catholic schools within the Diocese of St. Aquinas (a pseudonym). The study showed that Catholic school teachers had limited understanding of the law governing cyberbullying. Findings indicated that Catholic school teachers were concerned about cyberbullying and perceived a high level of responsibility in addressing cyberbullying, but did not perceive an ability to effectively respond to cyberbullying. The findings support the need for professional development programs to increase Catholic school teachers’ awareness of cyberbullying and provide comprehensive training on how to respond effectively. Findings also suggest re-examination of teacher preparation programs to provide training to teachers on how to recognize and effectively manage cyberbullying. Persistent attention to private school law and current case analysis should be an ongoing practice at the diocesan level with the intent to disseminate legal information and direction to Catholic school principals and teachers.
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