Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-04-26T19:06:08Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO VERSÃO FINAL - Significados atribuídos ao CB - Juliene Brasileiro.pdf: 2072104 bytes, checksum: db870f3daf53fed8f1b8e304d8db6b99 (MD5) / Made available in DSpace on 2017-04-26T19:06:08Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO VERSÃO FINAL - Significados atribuídos ao CB - Juliene Brasileiro.pdf: 2072104 bytes, checksum: db870f3daf53fed8f1b8e304d8db6b99 (MD5) Previous issue date: 2016-02-25 / Introdução: A humanidade tem desenvolvido uma relação muito intensa com a tecnologia. A sua presença e as facilidades oferecidas por ela são inegáveis. Entre os mais jovens, essa cultura das “ciberrelações” está tão presente que vem constituindo um espaço para a expressão de atitudes e emoções. Especificamente no que concerne às manifestações violentas é crescente o número de casos de violência virtual entre pares. Jovens escolares tem utilizado o cyberespaço para provocar danos a colegas ou grupo de colegas de escola. Essas atitudes violentas no ambiente virtual recebem o nome de Cyberbullying (CB). O CB já compõe uma categoria específica de violência com efeitos danosos à saúde como as cefaleias, crises de ansiedade, depressões, uso de substâncias psicoativas, insônia, enurese, dores abdominais, consumo de álcool e ideias suicidas. É necessário perceber o fenômeno sobre perspectiva dos envolvidos com uma abordagem qualitativa sobre o tema. Objetivos: Compreender os significados atribuídos ao CB envolvendo adolescentes na perspectiva de alunos e educadores. Caminhos metodológicos: Pesquisa qualitativa realizada em uma instituição de ensino privada de Recife. Participaram do estudo 12 educadores que atuavam na equipe administrativo-pedagógica da escola e na docência do ensino médio e 11 alunos de 15 a 18 anos, matriculados no ensino médio. Os dados foram coletados através de grupos focais e entrevistas individuais norteadas por um roteiro semiestruturado. A técnica de análise utilizada foi a de análise de conteúdo com o apoio do software Atlas ti. Resultados: Os resultados foram agrupados em duas categorias temáticas: a primeira categoria, Caracterização do CB, versou sobre o conceito, as características, as causas, o perfil dos envolvidos e as consequências dessa forma de violência. A segunda categoria agrupou as concepções sobre as Ações de combate e responsabilidade pelo enfrentamento no CB. Sobre a caracterização os participantes identificam o CB como uma forma de violência que atinge vítimas, agressores e audiência e que possui consequências imediatas e em longo prazo para a saúde e as relações sociais de todos. Foi identificada também uma multiplicidade causal para o fenômeno e sobre a caracterização dos envolvidos, apesar de haver grupos mais vulneráveis a tornar-se vítima ou agressor, qualquer pessoa pode se ver envolvida na violência do CB. Em relação à responsabilidade pelo enfrentamento do CB, os participantes deram ênfase à atuação da escola e da família, citando também a atuação dos envolvidos e do Estado. Os educadores propuseram uma distribuição de responsabilidades entre todos os citados. As ações de enfrentamento propostas tiveram caráter informativo, educativo, disciplinar e punitivo pensadas em conjunto com a comunidade escolar e arredores e aplicadas de forma combinada e sistematizada. / Introduction: Mankind has developed a very close relationship with technology. Their presence and the facilities offered by it are undeniable. Among young people, this culture of "Cyber relationships" is so present that has constituted a space for the expression of attitudes and emotions. Specifically with respect to violent demonstrations is increasing the number of cases of virtual peer violence. School youth has used cyberspace to cause damage to colleagues or group of schoolmates. These violent attitudes in the virtual environment are called Cyberbullying (CB). The CB already make up a specific category of violence with adverse health effects such as headaches, anxiety attacks, depression, substance abuse, insomnia, bedwetting, abdominal pain, alcohol consumption and suicidal ideation. It is necessary to understand the phenomenon of perspective of those involved with a qualitative approach to the subject. Objectives: To understand the meanings attributed to CB involving teenagers from the perspective of students and educators. Methodological approaches: Qualitative research conducted in a private educational institution of Recife. Study participants were 12 teachers who worked in the administrative and teaching staff of the high school and 11 students 15-18 years, enrolled in high school. Data were collected through focus groups and individual interviews guided by a semi-structured script. The analysis technique used was the content analysis technique with the support of Atlas ti software. Results: The results were grouped into two thematic categories: the first category, CB characterization, expounded on the concept, the characteristics, causes, profile of those involved and the consequences of this form of violence. The second category grouped the concepts of combat actions and responsibility for coping in CB. On the characterization participants identify the CB as a form of violence that affects victims, aggressors and audience and has immediate and long-term consequences for health and social relationships of all. It has also identified a causal multiplicity of the phenomenon and on the characterization of those involved, although there will be more vulnerable to becoming a victim or perpetrator, anyone can be involved in CB violence. Regarding responsibility for coping with CB, participants emphasized the school and family activities, also citing the actions of those involved and the state. Educators proposed a distribution of responsibilities between all of the above. The actions of confrontation proposals were informative, educational, disciplinary and punitive designed in conjunction with the school community and surrounding area and applied in combined and systematic manner

Thesis (M. A. (Media Studies)) -- University of Limpopo, 2019 / Refer to document

This study investigated the issue of student cyberbullying in Florida's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.

Cyberbullying is a category of bullying that occurs in the digital realm which affects our students at astonishing rates. Unlike traditional bullying, where displays of aggression may be evident to bystanders, the ramification of cyberbullying occurs through unconventional ways (e.g., text messaging; online weblogs; video sharing), which results in many cases being camouflaged by the advancement in technology. Nonetheless, the effects of this digital form of peer aggression can be as detrimental as face-to-face bullying. The characteristics of cyberbullying and its influences on adolescents and parents of adolescents were examined. The data accrued is based on an anonymous survey through one of the following methods: (a) paper-pencil survey for adolescent group with 37-question items on the adolescent questionnaire and (b) web-based survey for the parent group with 22-question items on the parent questionnaire. Each survey was systematically coded according to the participating group and assigned code numbers (i.e., 1 represents adolescent group and 2 represents parent group) was provided to ensure confidentiality of the study. Survey examined individual variables among the two target groups: (a) adolescents between 13 and 17 years of age and (b) parents of adolescents between 13 and 17 years of age. Specifically, individual variables examined include (a) demographics, (b) personal experiences, (c) vicarious experiences, and (d) preventative resources. A total of 137 participants (62 adolescents; 75 parents) responded to the survey. Results indicated that 90% of the participants from the adolescent group have reported to experience either as victims or as bystanders of cyberbullying. In addition, 70% of the victims have been cyberbullied 1 to 2 times within a month period and 50% of the victims did not know the perpetrator. Secondly, 89% of parent participants indicated to be knowledgeable about the issues relating to cyberbullying and 89% reported to have no knowledge if their child has or has not been a victim of cyberbullying. Furthermore, qualitative findings of personal perspectives toward cyberbullying from each participating group are discussed. A review of literature is provided and results and analysis of the survey are discussed as well as recommendations for future research.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-08-26T01:06:12Z No. of bitstreams: 1 GuilhermeWendt.pdf: 1796961 bytes, checksum: e59f6e297025a622b79b2f04eed21115 (MD5) / Made available in DSpace on 2015-08-26T01:06:12Z (GMT). No. of bitstreams: 1 GuilhermeWendt.pdf: 1796961 bytes, checksum: e59f6e297025a622b79b2f04eed21115 (MD5) Previous issue date: 2012-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O cyberbullying é entendido como uma forma de comportamento agressivo que ocorre através dos meios eletrônicos de interação (computadores, celulares, sites de relacionamento virtual), sendo realizado de maneira intencional por uma pessoa ou grupo contra alguém em situação desigual de poder e, ainda, com dificuldade em se defender. Os estudos disponíveis até o presente momento destacam que o cyberbullying é um fator de risco para o desenvolvimento de sintomas de ansiedade, depressão, ideação suicida, abuso de substâncias psicoativas, dentre outras situações potencialmente danosas ao desenvolvimento. Todavia, pouca atenção tem sido dada em relação ao fenômeno no Brasil e na América Latina. Assim, o objetivo dessa dissertação foi investigar o cyberbullying, através de dois estudos distintos, sendo um de natureza teórica e outro empírico. O estudo teórico, apresentado na seção 1, traz dados sobre a prevalência do fenômeno em distintos países, além de discutir as consequências e aspectos conceituais que diferenciam o bullying do cyberbullying. Do mesmo modo, fatores de risco e de proteção em relação ao cyberbullying são tratados e estudos atuais sobre o tema são amplamente revisados e discutidos. Já a investigação empírica, que compõe a seção 2, foi realizada com adolescentes com idades variando entre 13 a 17 anos (N=367), provenientes de escolas públicas e privadas da região metropolitana de Porto Alegre, RS. O objetivo principal foi de analisar a prevalência do cyberbullying e suas relações com sintomatologia depressiva, verificando possíveis diferenças entre meninos e meninas e as diferenças em relação a faixa etária dos participantes. Um percentual elevado de adolescentes referiu estar envolvido com o processo (72,7% com cyber agressão e 75,6% com cyber vitimização), não havendo diferença significativa entre meninos e meninas. Associações positivas e significativas entre o envolvimento com cyberbullying com a idade dos participantes, o tempo gasto na internet e sintomas de depressão foram identificadas. Constatou-se também que os adolescentes caracterizados como vítimas-agressores do processo de cyberbullying apresentaram níveis mais elevados de depressão quando comparados aos estudantes não envolvidos com o fenômeno. Dados sociodemográficos e relacionados à interação dos adolescentes com as ferramentas tecnológicas e virtuais são descritos e discutidos. Foi possível verificar que o cyberbullying é um fenômeno de extrema relevância e que ainda necessita ser largamente estudado no contexto brasileiro. Estudos apontam o quanto este processo pode ser fator de risco para o desenvolvimento de jovens e ressaltam a importância de pesquisas que subsidiem intervenções. Dados do estudo empírico corroboram achados da literatura, assim como 14 apontam para diferenças culturais no que tange a este fenômeno. Também se apresentam, ao final dessa investigação, sugestões para estudos futuros, bem como são ressaltadas as limitações da mesma. / Cyberbullying is understood as an intentional subtype of aggressive behavior that occurs through interactive electronic media (computers, mobile phones, social network sites), held by one or more persons against other in an unequal power relationship, where the victims often can’t defend her or himself. Recent studies points that cyberbullying is a risk factor for anxiety symptoms, depression, suicide ideation, substance abuse, among other risky development situations. Therefore, little attention has been given to this phenomenon in Brazil and Latin America. In this sense, this thesis’s aim was to investigate the cyberbullying, through two different studies, a theoretical and an empirical study. The theoretical study, described in section 1, brings evidences about the phenomenon prevalence in different countries, besides discussing consequences and conceptual aspects that differ bullying from cyberbullying. As well as, risk and protection factors related to cyberbullying are treated and actual studies about this topic are deeply revised and discussed. The empirical investigation, in section 2, was held with adolescents aged from 13 to 17 years-old (N=367), from Public and Private schools from Porto Alegre area, South Brazil. The main objective was to analyze cyberbullying prevalence and its relation with depression symptoms, verifying possible differences between boys and girls and between participants’ age differences. A high percent of adolescents referred to be involved in cyberbullying (72.7% cyber aggression and 75.6% in cyber victimization), and no gender differences were found. Significant and positive associations between cyberbullying participants’ age, time spent in internet and depression were identified. Adolescents who were victims and/or aggressors in cyberbullying showed higher levels of depression compared to cyberbullying uninvolved youth. Sociodemographic data related to adolescents’ interaction with technological and virtual tools are also described and discussed. It was possible to verify that cyberbullying is extremely relevant phenomenon that still needs to be largely studied in Brazilian context. Studies point to how much this process can represent a risk factor to youth development and emphasize the importance of researches that may support interventions. Data from the empirical study confirmed evidences found in literature, as well as showed cultural differences related to this process. Also is presented, at the end of this investigation, suggestions for future studies, as well as the study limitations.

Relatively little research has been devoted to understanding the implications of adult cyberbullying on workers. However, recent research focused on how cyberbullying affects adults has indicated cyberbullying has negative implications for job satisfaction of workers. The purpose of this study was to use Social Cognitive Career Theory (SCCT) as a framework to investigate the impact of cyberbullying in the workplace by examining the relationship between cyberbullying and both job satisfaction and social self-efficacy. The results of this study indicate that among individuals who are cyberbullied, higher rates of cyberbullying has a significant negative relationship with social self-efficacy, and social self-efficacy was negatively related to job satisfaction and also mediated the relationship between cyberbullying and job satisfaction. The findings of this study suggest cyberbullying is a workplace environmental condition that should be studied in SCCT due to its potential to negatively impact career development by indirectly influencing job satisfaction through a person’s social self-efficacy. Counselors and organizational leaders should consider this issue when designing interventions to combat workplace bullying.

Today, school bullying does not just stop in the schoolyard. When children return home after a school day filled with bullying incidents they are oftentimes tormented by a new phenomenon: cyberbullying. Cyberbullying is the willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices. Today, more adolescents and teens have access to technological mediums than ever before. Although different forms of technology can be used in productive manners, they are often misused by youth to torment their peers. Some researchers believe that cyberbullying can be even more detrimental than traditional bullying because cyberbullies can target victims through a variety of mediums, at any time. Cyberbullying can lead to harms ranging from short to long-term physical, psychological, intrapersonal and interpersonal effects in bullies, victims, and even cyberbystanders. School administrators struggle with the desire to help protect students from cyberbullying but are unsure of how they can intervene in activities involving off-campus behavior. These administrators have to find balance between protecting victims and avoiding violating the legal rights of bullies. Therefore, legislation and school policies must be updated and implemented to offer more guidance to administrators and protect students against cyberbullying. The purpose of this capstone project is to synthesize cyberbullying research among school-aged children and describe current policies in place to address this problem. Finally, policy recommendations for the state of Georgia will be offered so that systems and programs created to respond to and prevent cyberbullying may effectively reduce the occurrence of this behavior.

The "always on" aspect of social media creates a complex zone of self-expression for children and adolescents. The relentless quality of the potential for interaction encourages impulsive communication and response, a primary feature of what we think of as "bullying" in social media. In addition, social media creates a forum for people to connect within a community larger and more extensive than the physical. Different social media outlets even connect with each other to create an even larger sense of community. Increased understanding of the psychology of these dynamics may contribute to successful interventions to educate and reach out to young social media users. Application of positive psychological principles can help elicit emotions such as empathy in order to help resolve conflicts and curb online bullying. While social media receives a great deal of criticism for the platform it provides bullying, social media outlets can also provide an effective platform for promoting positive social change by playing into the psychology of inclusion to combat exclusion through the internet.

Bakgrund: Internetanvändandet erbjuder en arena för social interaktion men kan innebära en risk att bli utsatt för nätmobbning. Flera barn och ungdomar beskriver negativa emotionella och psykiska effekter till följd av nätmobbning. I skolsköterskans yrkesansvar ingår att arbeta förebyggande och hälsofrämjande samt att verka för en god fysisk, psykisk och social skolmiljö. Syfte: Syftet med studien var att beskriva skolsköterskors erfarenheter av hur nätmobbning påverkar elevers hälsa i mellan- och högstadiet. Metod: Data insamlades genom kvalitativa intervjuer med sju skolsköterskor. Data analyserades med induktiv ansats och kvalitativ innehållsanalys enligt Graneheim och Lundman (2004). Resultat: I analysen framkom att nätmobbning på olika sätt bryter ner elevers välbefinnande. Detta genom att den tär på eleverna, påverkar självbilden, orsakar självdestruktivt beteende och skapar stress. Den kan även påverka utsatta elevers sociala relationer genom att den skapar bristande tillit, utanförskap och i att de uppvisar utåtagerande beteende. Slutsats: Skolsköterskornas erfarenheter stämmer väl överens med tidigare forskningsresultat där barn och ungdomar beskriver hur de påverkats av nätmobbning. Nätmobbning påverkar ibland inte bara den utsatta eleven utan kan även uppfattas som en kollektiv kränkning mot en hel grupp eller familj. Enligt författarna kan nätmobbning ses som en riskfaktor som kan påverka elevers känsla av sammanhang och därmed påverka deras hälsa negativt. / Background: The use of internet offers an arena for social interaction but can imply a risk of being subjected for cyberbullying. Several children and youth describe negative emotional and psychological effects as a cause of cyberbullying. It is a part of the school nurse responsibility to work proactive and health- promoting with physical, psychological and social environment in the school.Aim: The purpose of the study was to describe school nurses experience of how cyberbullying affects health of pupils in intermediate- and senior level.Method: Data collection was made by qualitative interviews with seven school nurses. Data was analyzed using an inductive approach to a qualitative content analysis according to Graneheim and Lundman (2004).Results: The analysis showed that cyberbullying has a deteriorating effect on pupil’s wellbeing in various ways. It drains the pupils mentally, affects the self-esteem, causes self destructive behavior and creates stress. It can also affect exposed pupils social relationship by the way it causes degraded self confidence, alienation and acting out behavior.Conclusion: The school nurses experience matches the results from earlier research studies where children and youth describe how they are affected by cyberbullying. Cyberbullying may sometimes affect not only the exposed pupil but also be regarded as a collective insult against a whole group or family. According to the authors, cyberbullying may be seen as a risk factor which can affect the pupil’s sense of coherence and thus affect their health in a negative way.

The Study of Relationship among bullying beha-viors, Emotion Management and parent-child rela-tionship of the Adolescents Abstract The aim of this study is to investigate the traditional bullying and cyberbullying phenomenon of adolescents in Kaohsiung. This study looks forward to understanding the frequencies of bullying, type of neglect, and the correlation among bullying, par-ent-child relationship and emotion management. The data was collected by means of questionnaires, and the participants were public and private senior high schools and vocational high schools students, junior high school students and high grade elenentary school students. The measurement applied in this study included Parent-child Relation-ship Scale, Emotion Management Scale and Bullying behavior Scale . There were 848 questionnaires given out and 837, effective ones returned. The effective received rate is 98%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, and Pearson Product -moment Correlation. The results of the study are listed as follow: 1. At present, 20% to 30% of the Adolescents who had been bullied or seeing the bully-ing incident in school bullying, and 10% to 20% of the students have ever suf-fered cyberbullying. 2. For the part of school bullying in the Adolescents, boys are more likely to become perpetrators, victims and bystanders than girls and junior high schools than the elemen-tary and high schools. 3. The higher frequency of Internet surfing and more time spend in Internet are more likely to become perpetrators, victims and bystanders. 4. For the part of school bullying in the Adolescents , living with mother are more likely to become perpetrators, victims and bystanders than living with their parents. 5. The higher parent-child relationship could help reduce to become perpetrators, victims, and the Adolescents who obtained more higher Emotion Management would had higher bystanders¡¦ experiences.