The goal of this paper is to examine the efficiency of the cyber bullying provisions of Florida's Jeffrey Johnston Stand Up For All Students Act in deterring cyber bullying behavior. The study includes several subordinate goals to answer this question. The first is measuring the awareness of students about this law (whose behavior is the focus of the law), measuring the awareness of teachers and school officials of this law (who are to enforce this law), and measuring the awareness of legal professionals about the law (who will pursue the law in court). The study also seeks to determine the perceptions of cyber bullying and the laws governing the behavior in each of these groups. The research includes a study of neutralization of cyber bullying behavior and deterrence of the law. To do this, the study uses a mixed method approach to collect quantitative, qualitative, and legal data to answer these questions. Current research studies, survey data, and interviews are utilized in conjunction with an investigation of legislation and case law. Florida's statute is compared to three other anti-bullying state statutes (Arizona, Missouri, and Vermont) created to combat bullying and cyber bullying within their states. Case law is examined on a national basis to determine trends in cyber bullying litigation. Following analysis of the data, conclusions are drawn on the efficiency of the law and suggestions are made to improve the law's performance. Suggestions for future research are also made.

Ce travail avait pour objectif de répondre à trois questions de recherche relatives au bullying en milieu scolaire. Dans un premier temps, la validité d’un questionnaire d’évaluation du bullying scolaire a été explorée. En second lieu, il s’agissait d’identifier si le cyber-bullying présente les mêmes caractéristiques que le bullying scolaire. Enfin, l’importance de la relation entre le bullying scolaire et le sommeil a été analysée.Des entretiens individuels ont été menés auprès de 1422 collégiens et lycéens (Filles = 47%, Garçons = 53%, âge moyen = 14,3±2,7 ans). Notre première étude montre que l’adaptation française du Bully/Victim Questionnaire révisé d’Olweus (1996) est un outil valide pour évaluer le bullying auprès d’adolescents (α= 0,75 ; χ²/ddl= 7 ; RMSEA=0,064 ; GFI=0,95 ; AGFI=0,93 ; validité de construit satisfaisante). Plus d’un adolescent sur quatre est concerné par le bullying : 18% des élèves ont un profil « victime », 9% sont « agresseurs » et 3% sont « agresseurs/victimes ». Les résultats de notre deuxième étude invitent à distinguer le cyber-bullying du bullying scolaire : les élèves impliqués dans l’une et l’autre de ces formes de bullying ne sont pas les mêmes et ils ne présentent pas les mêmes difficultés psychosociales. Notre troisième étude montre que le sommeil est associé aux profils du bullying scolaire. Les victimes se plaignent davantage de problèmes relatifs à la qualité subjective de leur sommeil ; les agresseurs ont un rythme veille/sommeil plus irrégulier que leurs camarades et présentent une quantité de sommeil plus faible. Enfin, le sommeil a un effet modérateur sur les problèmes psychosociaux rencontrés par les élèves impliqués dans le bullying scolaire.Ces résultats amènent à considérer que le bullying constitue tant une réalité scolaire qu’un problème de santé publique. Il est important de continuer d’explorer ce phénomène pour nourrir les réflexions sur les modes de prévention à mettre en place dans les établissements scolaires. / The aim of this study was to investigate bullying in schools. At first, we assessed the validity of a widespread questionnaire devoted to evaluate school-bullying. Second, we investigated the overlap between school-bullying and cyber-bullying. At least, we examined the relation between school-bullying and sleep. Individual interviews were conducted with 1422 middle- and high-school students (Girls = 47%, Boys=53%, Mean age=14.3±2.7 y.o).Results of our first study show that the French adaptation of the revised Olweus Bully/Victim Questionnaire (1996) is a valid instrument for measuring bullying in adolescents (α= 0.75 ; χ²/ddl= 7 ; RMSEA=0.064 ; GFI=0.95 ; AGFI=0.93 ; construct validity). More than one adolescent in four is involved in bullying: 18% as “victim”, 9% as “bully” and 3% as “bully/victim”. Results of our second study show that cyber-bullying and bullying do not overlap: students involved in each of these forms of Bullying are not the same and they do not experienced the same psychosocial problems.Our third study shows that sleep is associated with profiles in school-bullying. Victims have higher complains related to subjective sleep quality. Bullies’ sleep/wake patterns are more irregular and their sleep duration is lower than their schoolmates. Then, there is a moderator effect of sleep on psychosocial problems related to bullying.Given the sizable proportion of adolescents involved in bullying and its significant relationship with health criterion, the issue warrants serious school and public health attention. More studies should be conducted in order to implement relevant school-based intervention programs.

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The internet has become an important social context in adolescence, and communicating online with friends has become a natural part of everyday life. The present cross-sectional study examined the effects of social cues and popularity on developing adolescent social cognitions in online settings using a sample of 90, 11- to 14-year-old students from British Columbia, Canada. Participants completed self-report cyber-bullying, cyber-victimization, and cyber-aggression motivation measures. Hostile intent attributions were obtained using an instrument containing 8 hypothetical vignettes, where potentially harmful messages were sent to the protagonist, but the sender’s intentions were ambiguous. The results show an increasing cyber-bullying and cyber-victimization trend from early- to mid- adolescence. There was some evidence to suggest that individuals in mid-adolescence were more sensitive to online social cues and popularity. Individuals in mid-adolescence were more likely to engage in cyber-aggressive behavior to obtain a material or social reward. Despite having a small sample size, this study provides a good foundation for further research examining developmental processes that underlie cyberbullying behavior. / Graduate

The dissertation focuses on the issue of bullying at school with a small number of students. The theoretical part deals with description and definition of socia - pathological phenomena especially its causes, forms, wals of its solution, the sphere of prevention and last but not least with pupilś parents advice. It can help u show and where the given situation should be solid and where we can look for help. The practical part deals with the incidence and manifestations of bullying at this school between 2005/2006 and 2010/2011. The results are compared and examined and after that they are evaluated if the personal change on the post of school teachers in the course of these years led to an improvement of relations between students and teachers.

The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &amp / KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &amp / Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo / scores were higher than females&rsquo / for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.

No description available.

Syftet med denna studie är att undersöka vad elever och lärare anser om att använda mobiltelefonen som hjälpmedel i skolan. Fungerar den bra som hjälpmedel eller väger nackdelar som konflikter med elever angående användningen och risken för kränkningar över till dess nackdel? Undersökningen genomfördes med enkäter samt uppföljande intervjuer med lärare och elever. Då liknande undersökningar tidigare har utförts bland äldre elever valde jag att göra undersökningen bland lärare och elever i mellanstadiet. Undersökningen visar att både elever och lärare är positiva till att mobiltelefonen används i skolan då den är lättillgänglig och snabb att använda. Nackdelar som kommit fram i undersökningen är att en del elever kan känna sig otrygga då de är oroliga för att filmas eller fotograferas mot sin vilja varpå detta material kan distribueras på internet. Några upplever också mobiltelefoner som störande på lektioner. Trots detta visar dock min undersökning att fördelarna överväger nackdelarna då man genom att tillåta mobiltelefoner i skolsammanhang också öppnar möjligheter att sätta upp regler för användandet av de samma. Större möjligheter att arbeta med förebyggande av mobbning och kränkningar är en annan konsekvens av att tillåta mobiltelefon i skolan. / The intention with this study is to analyse students ' and teachers ' opinions about the use of cellphones as a tool in the school. Do they work as a tools or do the conflicts regarding use and the risk of harassment means too big disadvantages? The study was carried out with surveys and additional interviews with teachers and students. Since similar studies have already been done on elder students, I chose to do this study on teachers and students in primary school. The study shows that both students and teachers are positive regarding the use of cellphones in school, since it is an accessible and quick-to-use tool. But there are disadvantages, such as some students fearing that they will be filmed or photographed against their will, and that this material may be distributed on the Internet. Some students also find the use of cellphones disturbing during lessons. Despite this, my study shows that the advantages outweighs the disadvantages, since when allowing cellphones in the school, you also open up for the possibility of setting rules for their use. Greater possibilities to prevent bullying and harassments is another consequence of allowing cellphones in the school.

This paper is about cyber-bullying, the youth’s experience and how the papers image of cyber- bullying looks. The relevance of this essay be to be found in the aim of the research of the cyber bullying today. By examining how the youth’s usage and experience’s - and the papers image of cyber-bullying in the social media, it will be possible to create an understanding for how the social media is represented today. And in the next stage having the ability to work against the cyber bullying. Two methods is used in the studie, a text analysis and a survey. The text analysis is based on a total of 257 articles from two of the biggest tabloids in Sweden, Aftonbladet and Expressen, and the biggest daily news papers Dagens Nyheter and Svenska Dagbladet. All the articles has been publicized between 2010-01-01 to 2013-12-31. The aim of the text analysis was to collect the papers picture of cyber bullying. A survey was created to corral information about the youth’s experience. The survey was sent to two schools in Stockholm, the junior high school Rålambshovsskolan and the high school Thorildsplans gymnasium. The survey resulted in 68 answers where the experience of the youth summarized. The result of the text analysis showed that cyber bullying in the news papers makes up a picture of that the woman is the victim of the bullying, Facebook and Instagram is the most popular social medias, and that Facebook is the most common to be bullied on. But it also showed that the writer of the articles is using metaphors to tone up an feeling. The writer can decide what credibility different statements will have depending on with which words the writer describe the statements. The result of the survey showed that Kik, Facebook, Instagram and Snapchat was the most used social media. And that a majority of 54 of 68, had read something mean about someone they know on social media. 42 persons had not been exposed to cyber bullying, but 13 said that they had been, and the same number said that they didn’t know if they hade been cyber bullied. Facebook was mentioned as the most common social media to be exposed to cyber bullying on. 
 The author of the articles has the power to influence the persons that have pronounced in the articles credibility. This factors will in the end influence on the public, which will create their opinions based on what they read. This showed that the concept cyber bullying is obscure, the youth has to know if they are cyber bullied or not, and they have to know if they are cyber bullying someone or not.

Bullying is a pervasive problem in schools, but more recent attention has been given to bullying that takes place via electronic media. To study electronic bullying and aggression effectively research needs to consider the unique qualities of the electronic medium including its capacity for anonymity, disinhibition, public forum, and under-regulated content. Electronic bullying does not occur in isolation; therefore it must be studied in relation to peer processes that occur in the “real world.” Research has neither uncovered the potential “real world” precursors of electronic bullying and aggression nor has it uncovered how students perceive the harmfulness of electronic aggression. The two studies presented here fill these gaps in the literature. The first study examined the precursors of electronic bullying and victimization in a sample of grade 9 and 10 students who were followed longitudinally. Students were administered questionnaires assessing electronic bullying/victimization, perceived harm of electronic aggression, empathy, normative beliefs, and prosocial behavior. The results indicated that “real world” behaviors such as verbal bullying and prosocial behavior were precursors of electronic bullying, while victimization by social bullying and social aggression were precursors for electronic victimization. In addition, females, older students, and students with less prosocial behavior were at risk for involvement in electronic bullying. Implications for these findings include the importance of integrating interventions that foster positive behavior in the “real world” and online, particularly for students at highest risk for involvement. The second study examined students’ harm perceptions of electronic aggression and how similar behavioral and cognitive factors may also influence perceptions of electronic aggression. Cross-sectional data were collected from students in grades 7 through 9 who were administered the same questionnaires above. Electronic bullying was perceived as more harmful than physical and social aggression, particularly for girls and students with highly prosocial behavior. Thus, electronic aggression is a very serious issue for students and education is needed to change the social norms for acceptable behavior in cyberspace. Consistent with social-cognitive theory, similar demographics and behaviors predicted electronic behavior and perceptions. Future research should continue to extend the social-cognitive model to electronic conflict. / Thesis (Master, Psychology) -- Queen's University, 2009-09-22 21:15:56.732