The subject of cyberbullying is a phenomenon that has increased due to the accessibility internet provides and through modern technologies such as; smartphones, iPads and computers. The aim of this study is to investigate the experiences of cyberbullying and prevention strategies among a group of senior high school students. The research questions were: How do the interviewed students experience the extent and the consequences of cyberbullying? What methods and strategies could be used in order to prevent cyberbullying, according to the interviewed students? Four focus groups with students from two senior high schools in Gävle were performed. The results were analyzed from two theoretical perspectives; empowerment and social constructivism. The result showed that the students regarded it important for the schools to involve the students in the prevention work against cyberbullying. The students also described a need of educating teachers about this new phenomena of cyberbullying. Suggestions on how to tackle the issue were made, based on the students’ experiences of prevention methods provided by schools.

A research report submitted in partial fulfilment of the requirements for the degree of Masters in Educational Psychology in the Humanities Faculty, University of the Witwatersrand, Johannesburg / This study investigated the prevalence of cyber bullying among Grade 7, 8 and 9 learners in private schools within the Gauteng area. The research design was quantitative, exploratory and contextual. Data collection was done through a self-developed structured questionnaire survey. Data analysis was done through descriptive statistics. The sample for this research was 60 learners from 2 schools in Grade 7, 8 and 9. Results showed that girls were twice as likely to be victims as well as perpetrators of cyber bullying as compared to boys. The anonymity of cyber bullying was shown not to be relevant as the perpetrators of cyber bullying were known to 85% of the victims and all the victims were known to the perpetrators. The results show that 62% of the victims reported being cyberbullied at home and 100% of the perpetrators of cyber bullying did so from their homes. It is a concern that 40% of learners were not aware of any programmes at their school to prevent cyber bullying. Most parents in this study spoke to their children about cyber bullying, internet danger and online safety. However, they still did not have enough systems in place to protect their children from these very real dangers. The educational implications of this study needs to be seen from the perspective of each learner having the right to a safe environment that is conducive to learning. Cyber bullying interferes with this right. Therefor schools need to become proactive at establishing classroom interventions as well as individual interventions when cases of cyber bullying come to light. This type of intervention can however only be effective if there is parental involvement. The results of this study should be seen as an exploratory pilot study and should be replicated as it is with a larger sample / MT2016

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Faculty of Criminology, Justice and Policy Studies

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

This research considers gendered bullying and cyberbullying and assesses the ways Ontario's reformed Education Act confronts these challenges. This thesis reviews the problems of homophobic and sexist bullying, particularly sexist bullying of young women in the wake of sexting incidents, as well as protective factors to minimize gendered bullying in school and online. The new Education Act represents a significant step forward in encouraging schools to better respect the rights of sexual and gender minority students and female students. However, the Act nevertheless has several weaknesses in key areas such as concrete implementation measures.

No description available.

No description available.

Bullying has been a problem affecting children for decades. The past two decades have seen an increased use of electronic devices such as computers and mobile phones for interpersonal communication. Electronic communication has virtually unlimited availability, accessibility and anonymity and these characteristics have enabled traditional face-to-face bullying to translate into the online world, resulting in what is known as cyberbullying. It has been found that adolescents spend as much time interacting by means of electronic media as they do in their face-to-face interactions, which increases their chances of being exposed to cyberbullying. The goal of the research was to explore the experiences of adolescents regarding cyberbullying. A qualitative research approach was utilised in order to obtain the information on the experiences of the adolescents from their personal point of view. Data was collected by means of semi-structured interviews, guided by an interview schedule. Due to the hidden nature of cyberbullying, snowball sampling was utilised to select adolescents between the ages of 13 and 18, who attended a secondary school in Gauteng and who were victims of cyberbullying. Ten participants (eight females and two males) formed the sample for the study. The findings of the study suggested that cyberbullying could have extremely negative emotional, social and educational consequences for the victim. These effects flowed over into other systems, affecting families, the peer group and the victim‟s school attendance. Friendships were often put to the test as many times the cyberbully came from within the victim‟s friendship circle. Cyberbullying can be regarded as a hidden phenomenon as many victims are too afraid to speak out about it. Furthermore, some victims who did report cyberbullying to parents or school authorities experienced that the seriousness of the cyberbullying was not appreciated by the adults. Based on the findings of this study it is clear that cyberbullying should be regarded as a serious social issue and parents, educators, social workers and other professionals as well as adolescents themselves need to be aware of the dangers of cyberbullying. It is recommended that professionals, such as social workers and educators, need to develop intervention strategies for handling cyberbullying, including strategies to raise awareness of cyberbullying, strategies for reporting it, support for victims and perpetrators, and formulating school policies and procedures to deal with the phenomenon. / Dissertation (MSW)--University of Pretoria, 2015. / tm2015 / Social Work and Criminology / MSW / Unrestricted

Cyberbullying is one of the major problems of social networking sites, which has been known to have prolonged adverse psychological effects on social network users. Cyberbullying has been discussed a lot in the literature, but little research has been done on cyberbullying and its related factors. This study seeks to examine the factors influencing cyberbullying on Instagram among young adults. Instagram was chosen as a case study for the thesis because research shows that Instagram is the most preferred social networking site among the age cohort (18–30), who are popularly referred to as young adults. An extensive review of the literature was carried out, and six constructs (Instagram Usage, Vulnerability, Peer Pressure, Anonymity, and Instagram Features) were used to examine the influence of cyberbullying among young adults on Instagram. This study draws from the theory of routine activity theory (RAT), which is grounded on the postulation that criminal acts can be easily committed by any individual who has the opportunity. The researcher reviewed the process and deployed a methodological and concept-centric approach to create a comprehensive conceptual model that included key factors. This dissertation is different from most cyberbullying research in the sense that it reviews cyberbullying behaviours from the context in which they occur rather than the intent or motivation of the perpetrator. The model allowed a holistic examination of factors that influenced cyberbullying behaviours on Instagram. Using a survey methodology, over 201 Instagram users who are also students at the University of Cape Town completed an instrument measuring factor influencing cyberbullying. The researcher deployed Smart PLS, a statistical package for the social sciences, to test for reliability, validity and to analyse the entire dataset. The study critically examined the factors that influence cyberbullying among young adults. The results of this dissertation indicated that peer pressure and online vulnerability have a strong significance in cyberbullying behaviours. Surprisingly, Instagram usage had a weak correlation with cyberbullying behaviours. This study contributes significantly to the exciting research on cyberbullying as it helps identify the factors that contribute to cyberbullying behaviours. From this research, cyberbullying interventions or solutions can be accurately developed.