Faye Mishna
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199795406
- eISBN:
- 9780199949687
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199795406.001.0001
- Subject:
- Social Work, Children and Families
The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and ...
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The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and dynamics, classroom and school milieu and societal values and attitudes, including stigma, and discrimination. Moreover, new forms of bullying such as cyber bullying have emerged, with unique implications for prevention and intervention. The prevalence of bullying suggests that bullying may be one of the underlying issues when youth struggle with social, emotional or academic difficulties, although bullying is likely not mentioned or even considered to be part of the presenting problem. The impact of the child or youth’s involvement in bullying, as victim or as the aggressor, might consequently go unrecognized—by the child or youth and their parents and/or by a practitioner. There is a tremendous amount of research on the prevalence, associated factors and effects of bullying; on the theoretical approaches applied to bullying; and on the evaluation of anti-bullying prevention and intervention school wide programs. This book is a compilation of relevant information on bullying. Challenges and obstacles to addressing bullying are reviewed as are practice principles to address barriers in prevention and intervention with children and youth who are bullied and who bully.Less
The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and dynamics, classroom and school milieu and societal values and attitudes, including stigma, and discrimination. Moreover, new forms of bullying such as cyber bullying have emerged, with unique implications for prevention and intervention. The prevalence of bullying suggests that bullying may be one of the underlying issues when youth struggle with social, emotional or academic difficulties, although bullying is likely not mentioned or even considered to be part of the presenting problem. The impact of the child or youth’s involvement in bullying, as victim or as the aggressor, might consequently go unrecognized—by the child or youth and their parents and/or by a practitioner. There is a tremendous amount of research on the prevalence, associated factors and effects of bullying; on the theoretical approaches applied to bullying; and on the evaluation of anti-bullying prevention and intervention school wide programs. This book is a compilation of relevant information on bullying. Challenges and obstacles to addressing bullying are reviewed as are practice principles to address barriers in prevention and intervention with children and youth who are bullied and who bully.
Marina Umaschi Bers
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199757022
- eISBN:
- 9780199933037
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199757022.003.0009
- Subject:
- Psychology, Developmental Psychology, Social Psychology
With the advances of Web 2.0 and social media applications, it becomes evident that while new technologies today are said to isolate youth, they also provide opportunities for them to communicate and ...
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With the advances of Web 2.0 and social media applications, it becomes evident that while new technologies today are said to isolate youth, they also provide opportunities for them to communicate and form new types of connections. This chapter will explore the range of relationships established and maintained by the use of technology. The media has recently devoted a great deal of effort into raising awareness of cyberbullying and other dangers associated with communicating online. Allowing a child to socialize using Facebook, Virtual Worlds, or online gaming is certainly a major risk. However, the question is whether or not the risk is worthwhile. There are ways to restrict what can be said online that can protect children, but this chapters explores ways for technologies to effectively embrace open communication that facilitates interaction, promotes language development, and strengthens connections between people.Less
With the advances of Web 2.0 and social media applications, it becomes evident that while new technologies today are said to isolate youth, they also provide opportunities for them to communicate and form new types of connections. This chapter will explore the range of relationships established and maintained by the use of technology. The media has recently devoted a great deal of effort into raising awareness of cyberbullying and other dangers associated with communicating online. Allowing a child to socialize using Facebook, Virtual Worlds, or online gaming is certainly a major risk. However, the question is whether or not the risk is worthwhile. There are ways to restrict what can be said online that can protect children, but this chapters explores ways for technologies to effectively embrace open communication that facilitates interaction, promotes language development, and strengthens connections between people.
Lynn Schofield Clark
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199899616
- eISBN:
- 9780199980161
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199899616.003.0002
- Subject:
- Sociology, Marriage and the Family
This chapter acknowledges that earlier sections of this book have largely relied on positive parenting stories, but that we need to pay attention to the cautionary tales. Therefore, the chapter ...
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This chapter acknowledges that earlier sections of this book have largely relied on positive parenting stories, but that we need to pay attention to the cautionary tales. Therefore, the chapter introduces the story of Lori Drew, the “cyberbullying mom” implicated in Meghan Meier's suicide. It also introduces Kayla Torelli, a teen with unhealthy Facebook practices, and reviews a teen focus group discussion on experiences with would-be Internet predators. Exploring teen resistance to parental helicopter parenting, the chapter questions the ways in which technologies make it easier than ever for parents to become over-involved in their children's lives through surveillance and other forms of privacy invasion, and the impact that such practices may have on parent/child relationships.Less
This chapter acknowledges that earlier sections of this book have largely relied on positive parenting stories, but that we need to pay attention to the cautionary tales. Therefore, the chapter introduces the story of Lori Drew, the “cyberbullying mom” implicated in Meghan Meier's suicide. It also introduces Kayla Torelli, a teen with unhealthy Facebook practices, and reviews a teen focus group discussion on experiences with would-be Internet predators. Exploring teen resistance to parental helicopter parenting, the chapter questions the ways in which technologies make it easier than ever for parents to become over-involved in their children's lives through surveillance and other forms of privacy invasion, and the impact that such practices may have on parent/child relationships.
Rivers Ian
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195160536
- eISBN:
- 9780199893911
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195160536.003.0001
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
In this chapter, key studies from forty years of research are reviewed which have sought to define, categorise and understand bullying behaviour. Early studies of ‘mobbing’ conducted in Scandinavia ...
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In this chapter, key studies from forty years of research are reviewed which have sought to define, categorise and understand bullying behaviour. Early studies of ‘mobbing’ conducted in Scandinavia in the 1970s are discussed, and the chapter considers the various definitions of bullying offered by subsequent researchers, discussing both their similarities and differences. Some of the methodological issues encountered over the years are explored and a commentary is offered on the ways in which those behaviours we now describe as ‘bullying’ have come about. This chapter considers whether there are perceptible sex differences in bullying, and also whether or not there has been a shift in pattern of that behaviour over time. Finally, a commentary on ‘cyberbullying’ is offered together with a discussion of the conceptual and methodological issues we face today in tackling this new form of aggressive behaviour.Less
In this chapter, key studies from forty years of research are reviewed which have sought to define, categorise and understand bullying behaviour. Early studies of ‘mobbing’ conducted in Scandinavia in the 1970s are discussed, and the chapter considers the various definitions of bullying offered by subsequent researchers, discussing both their similarities and differences. Some of the methodological issues encountered over the years are explored and a commentary is offered on the ways in which those behaviours we now describe as ‘bullying’ have come about. This chapter considers whether there are perceptible sex differences in bullying, and also whether or not there has been a shift in pattern of that behaviour over time. Finally, a commentary on ‘cyberbullying’ is offered together with a discussion of the conceptual and methodological issues we face today in tackling this new form of aggressive behaviour.
Ron Avi Astor and Rami Benbenisthty
- Published in print:
- 2018
- Published Online:
- December 2018
- ISBN:
- 9780190663049
- eISBN:
- 9780190663070
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190663049.001.0001
- Subject:
- Social Work, Children and Families, Research and Evaluation
Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, ...
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Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, there is also a surprising lack of theoretical and empirical direction to guide efforts on how to advance our basic science and practical applications of this growing scientific area of interest. Parallel to this surge in interest, cultural norms, media coverage, and policies to address school safety and bullying have evolved at a remarkably quick pace over the past 13 years. For example, behaviors and populations that just a decade ago were not included in the school violence, bullying, and school safety discourse are now accepted areas of inquiry. These include, for instance, cyberbullying, sexting, social media shaming, teacher–student and student–teacher bullying, sexual harassment and assault, homicide, and suicide. Populations in schools not previously explored, such as lesbian, gay, bisexual, transgender, and queer students and educators and military- and veteran-connected students, become the foci of new research, policies, and programs. As a result, all US states and most industrialized countries now have a complex quilt of new school safety and bullying legislation and policies. Large-scale research and intervention funding programs are often linked to these policies. This book suggests an empirically driven unifying model that brings together these previously distinct literatures. This book presents an ecological model of school violence, bullying, and safety in evolving contexts that integrates all we have learned in the 13 years, and suggests ways to move forward.Less
Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, there is also a surprising lack of theoretical and empirical direction to guide efforts on how to advance our basic science and practical applications of this growing scientific area of interest. Parallel to this surge in interest, cultural norms, media coverage, and policies to address school safety and bullying have evolved at a remarkably quick pace over the past 13 years. For example, behaviors and populations that just a decade ago were not included in the school violence, bullying, and school safety discourse are now accepted areas of inquiry. These include, for instance, cyberbullying, sexting, social media shaming, teacher–student and student–teacher bullying, sexual harassment and assault, homicide, and suicide. Populations in schools not previously explored, such as lesbian, gay, bisexual, transgender, and queer students and educators and military- and veteran-connected students, become the foci of new research, policies, and programs. As a result, all US states and most industrialized countries now have a complex quilt of new school safety and bullying legislation and policies. Large-scale research and intervention funding programs are often linked to these policies. This book suggests an empirically driven unifying model that brings together these previously distinct literatures. This book presents an ecological model of school violence, bullying, and safety in evolving contexts that integrates all we have learned in the 13 years, and suggests ways to move forward.
Claudia Lampert and Verónica Donoso
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9781847428837
- eISBN:
- 9781447307723
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428837.003.0011
- Subject:
- Social Work, Children and Families
In the last five years the topic of cyberbullying has gained tremendous public and research attention. With the massification of social media applications, the possibilities of personal publishing ...
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In the last five years the topic of cyberbullying has gained tremendous public and research attention. With the massification of social media applications, the possibilities of personal publishing and networking have increased, but also the possibilities of improper usage such as online harassment. The data show that many perpetrators and victims of cyberbullying are not just in one or the other role; they sometimes engage in both activities. In this chapter, cyberbullies, cybervictims and cyberbully victims were compared with regard to age, gender, psychological difficulties, self-efficacy, sensation-seeking and ostracism. Logistic regressions indicate that incidents of offline bullying (as perpetrator and/or victim) are strong predictors of cyberbullying, followed by psychological difficulties.Less
In the last five years the topic of cyberbullying has gained tremendous public and research attention. With the massification of social media applications, the possibilities of personal publishing and networking have increased, but also the possibilities of improper usage such as online harassment. The data show that many perpetrators and victims of cyberbullying are not just in one or the other role; they sometimes engage in both activities. In this chapter, cyberbullies, cybervictims and cyberbully victims were compared with regard to age, gender, psychological difficulties, self-efficacy, sensation-seeking and ostracism. Logistic regressions indicate that incidents of offline bullying (as perpetrator and/or victim) are strong predictors of cyberbullying, followed by psychological difficulties.
Jacqueline Ryan Vickery
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780262036023
- eISBN:
- 9780262339339
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262036023.003.0003
- Subject:
- Society and Culture, Media Studies
The chapter analyses select U.S. federal and state policies that aim to regulate young people’s use of technology from the 1990s onward. There have been three waves of panics related to young ...
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The chapter analyses select U.S. federal and state policies that aim to regulate young people’s use of technology from the 1990s onward. There have been three waves of panics related to young people’s use of technology: porn, predators, and peers (specifically bullying and sexting). Each concern was fuelled by sensational media attention, and at times, fallacious research. Although policies are often a necessary aspect of regulation, the chapter demonstrates the ways policies often reflect privileged understandings of risk and overlook the unintended consequences of prohibitive regulation, particularly for marginalized populations. Additionally, it argues that other modes of regulation – such as the market and social norms – can be effective modes of balancing risks and opportunities.Less
The chapter analyses select U.S. federal and state policies that aim to regulate young people’s use of technology from the 1990s onward. There have been three waves of panics related to young people’s use of technology: porn, predators, and peers (specifically bullying and sexting). Each concern was fuelled by sensational media attention, and at times, fallacious research. Although policies are often a necessary aspect of regulation, the chapter demonstrates the ways policies often reflect privileged understandings of risk and overlook the unintended consequences of prohibitive regulation, particularly for marginalized populations. Additionally, it argues that other modes of regulation – such as the market and social norms – can be effective modes of balancing risks and opportunities.
Ron Avi Astor and Rami Benbenishty
- Published in print:
- 2018
- Published Online:
- December 2018
- ISBN:
- 9780190663049
- eISBN:
- 9780190663070
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190663049.003.0001
- Subject:
- Social Work, Children and Families, Research and Evaluation
This introduction chapter presents the historical, personal, and academic background that led to this book that examines a model of school violence in context. The chapter presents the book chapters: ...
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This introduction chapter presents the historical, personal, and academic background that led to this book that examines a model of school violence in context. The chapter presents the book chapters: a revised model of school violence in evolving contexts; the definition of bullying and school violence; exploring similarities and differences between groups in base rates of victimization and in the structures of victimization types; the multiple ways of exposure to a range of weapons on school grounds, focusing on school-level analysis; sexual victimization and its association with cultural groups; suicide and its relations with bullying both on the individual and school levels; the victimization of teachers by students and of students by their teachers and their interrelationships on a student and school-level; multiple forms of cyberbullying and their relationships with “traditional” bullying; school climate, its definitions, and relationships with victimization and academic achievement over time; policy and intervention implications.Less
This introduction chapter presents the historical, personal, and academic background that led to this book that examines a model of school violence in context. The chapter presents the book chapters: a revised model of school violence in evolving contexts; the definition of bullying and school violence; exploring similarities and differences between groups in base rates of victimization and in the structures of victimization types; the multiple ways of exposure to a range of weapons on school grounds, focusing on school-level analysis; sexual victimization and its association with cultural groups; suicide and its relations with bullying both on the individual and school levels; the victimization of teachers by students and of students by their teachers and their interrelationships on a student and school-level; multiple forms of cyberbullying and their relationships with “traditional” bullying; school climate, its definitions, and relationships with victimization and academic achievement over time; policy and intervention implications.
Ron Avi Astor and Rami Benbenishty
- Published in print:
- 2018
- Published Online:
- December 2018
- ISBN:
- 9780190663049
- eISBN:
- 9780190663070
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190663049.003.0009
- Subject:
- Social Work, Children and Families, Research and Evaluation
This chapter explores the emerging issues surrounding cyberbullying. It discusses the role of the school regarding cyberbullying victimization (even when it does not take place on school grounds) and ...
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This chapter explores the emerging issues surrounding cyberbullying. It discusses the role of the school regarding cyberbullying victimization (even when it does not take place on school grounds) and the shift toward schools taking more responsibility over these behaviors. The chapter examines critically multiple definitions of cyberbullying and their implications for research and policy. It identifies specific types and manifestations of cyberbullying (e.g., social and sexual victimization). The chapter reviews some of the findings on prevalence, correlates, and consequences of cyberbullying and discusses interventions, policies, and legal frameworks that address these issues. The chapter presents a case study of a large national sample of Israeli students that examines the prevalence of cyberbullying, traditional bullying, and their interrelationships in the context of school climate, both on the student and the school level.Less
This chapter explores the emerging issues surrounding cyberbullying. It discusses the role of the school regarding cyberbullying victimization (even when it does not take place on school grounds) and the shift toward schools taking more responsibility over these behaviors. The chapter examines critically multiple definitions of cyberbullying and their implications for research and policy. It identifies specific types and manifestations of cyberbullying (e.g., social and sexual victimization). The chapter reviews some of the findings on prevalence, correlates, and consequences of cyberbullying and discusses interventions, policies, and legal frameworks that address these issues. The chapter presents a case study of a large national sample of Israeli students that examines the prevalence of cyberbullying, traditional bullying, and their interrelationships in the context of school climate, both on the student and the school level.
Jill Duncan, Ellen A. Rhoades, and Elizabeth M. Fitzpatrick
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780195381405
- eISBN:
- 9780190204020
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195381405.003.0012
- Subject:
- Psychology, Developmental Psychology
This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal ...
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This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal education for students. This chapter explores types of computer-mediated communication and discusses potential consequences of digital communication. The chapter closes with strategies that practitioners can use to include computer-mediated communication within the auditory (re)habilitation context.Less
This chapter explains how the use of computer-mediated communication has dramatically altered written and spoken language, entertainment and socialization as well as general learning and formal education for students. This chapter explores types of computer-mediated communication and discusses potential consequences of digital communication. The chapter closes with strategies that practitioners can use to include computer-mediated communication within the auditory (re)habilitation context.
Daphna Canetti, Michael L. Gross, and Israel Waismel-Manor
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190221072
- eISBN:
- 9780190221102
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190221072.003.0009
- Subject:
- Philosophy, Moral Philosophy, General
Unlike kinetic weapons, cyberweapons purport to target facilities (rather than individuals) and, to date, have caused no immediate injuries. While some theorists focus upon the direct nature of a ...
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Unlike kinetic weapons, cyberweapons purport to target facilities (rather than individuals) and, to date, have caused no immediate injuries. While some theorists focus upon the direct nature of a cyberattack, the chapter focuses on the harm a cyberattack causes. Although many believe that cyberattacks do not cause sufficient harm to violate noncombatant immunity, we dispute this. The chapter examines the effects of long-term destruction brought about in the course of regular warfare to draw conclusions about the probable knock-on effects of cyberterrorism. To evaluate the psychological effects of cyberterrorism the chapter draws on existing studies of cyberbullying and identity theft. Additionally, the chapter offers our own data drawn from simulated cyberattacks that include invasion of privacy, unauthorized dissemination of personal information, stolen data, and threats. The chapter's analysis suggests that cyberterrorism causes significant anxiety and substantially influences rational political thinking, so much so that cyberterrorism violates the principle of noncombatant immunity even when it does not cause physical harm.Less
Unlike kinetic weapons, cyberweapons purport to target facilities (rather than individuals) and, to date, have caused no immediate injuries. While some theorists focus upon the direct nature of a cyberattack, the chapter focuses on the harm a cyberattack causes. Although many believe that cyberattacks do not cause sufficient harm to violate noncombatant immunity, we dispute this. The chapter examines the effects of long-term destruction brought about in the course of regular warfare to draw conclusions about the probable knock-on effects of cyberterrorism. To evaluate the psychological effects of cyberterrorism the chapter draws on existing studies of cyberbullying and identity theft. Additionally, the chapter offers our own data drawn from simulated cyberattacks that include invasion of privacy, unauthorized dissemination of personal information, stolen data, and threats. The chapter's analysis suggests that cyberterrorism causes significant anxiety and substantially influences rational political thinking, so much so that cyberterrorism violates the principle of noncombatant immunity even when it does not cause physical harm.
