Cyberbullying in the Global Playground E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 576

Veröffentlichungsjahr: 2011

Beschreibung

Cyberbullying in the Global Playground provides the first global, in-depth analysis of the emerging phenomenon of cyberbullying.

• Offers the first thorough comparative account of recent research into the emerging global phenomenon of cyberbullying
• Provides an international perspective on the prevalence and nature of cyberbullying
• Presents recent authoritative research within a critical perspective, drawing out theoretical and practical implications for policy and practice
• May be used to help design intervention, evaluation, and policy strategies for effective efforts to combat the international phenomenon of cyberbullying

Leseprobe

Contents

About the Editors

About the Contributors

Preface

Part I Introduction

1 Research Into Cyberbullying

Technology Use

Cyberbullying: Some Definitions

Distinctive Features of Cyberbullying

Basic Research Design

Part II European Studies Within a DAPHNE Project

2 Comparative Aspects of Cyberbullying in Italy, England, and Spain

The Accessibility of ICT

Previous Research on Cyberbullying in Italy, England, and Spain

Different Types of Cyberbullying

The Research Project

Method

Results

Discussion

3 Self-Esteem and Loneliness in Relation to Cyberbullying in Three European Countries

Bullying in Traditional and Virtual Contexts

Loneliness and Self-Esteem in Victims

Aims of This Study

Method

Loneliness and Self-Esteem in Victims of Traditional Bullying

Discussion

4 Cyberbullying in Finland

Finnish Children and Electronic Communication Tools: Lots of Use and Few Limits

Cyberbullying in Finland

The DAPHNE Project on Cyberbullying and Victimization

Can Cyberbullying Be Reduced via a School-Based Anti-Bullying Program?

Conclusion

Implications for Research and Practice

Part III Studies in Commonwealth Countries

5 Cyberbullying in Australia

School-Level Initiatives to Reduce All Forms of Bullying in Australia

Method

Results

Discussion

6 Predicting Student Behaviors

The History of Cyberbullying in Canada

Research

Methods

Results

Discussion

Conclusions and Implications

Recommendations for Future Research

Part IV Studies in the USA

7 An Examination of the History, Prevalence, Characteristics, and Reporting of Cyberbullying in the United States

The History of Cyberbullying

Characteristics of the Research

Prevalence

Bullying and Cyberbullying: Other Issues in Understanding the Prevalence of the Problem

Emotional and Behavioral Consequences of Cyberbullying

Summary of Trends in Cyberbullying

The Present Study

8 Cyberbullying in the United States

The Context of Cyberbullying in the US

Research on Cyberbullying in the US

Study 1: Rural Intermediate School

Study 2: Cyberbullying Among Deaf Students and Their Hearing Peers

Conclusion

Part V Studies in the Pacific Rim

9 Cyberbullying in Japan

Internet and Mobile Phone Use Among Children and Adolescents

Legal Issues and Problems for Intervention

A Cyberbullying Case From a Legal Standpoint

Psychological Concerns

A Family Issue: The Information Gap Between Parents and Their Technology-Aware Children

Parental Monitoring Roles

Research

Study 1: Cyberbullying Among Junior-High School Students: Its Association With Children’s Perception of Parental Control and Relational Aggression

Study 2: A Comparison of Cyberbullying Among High School Students in Japan and the United States

General Implications and Future Research

10 Cyberbullying in South Korea

Discussion

Conclusion

Part VI The Psychological Context of Cyberbullying

11 Virtual but not Less Real

The National Technological Plan

Attitudes and Socio-Emotional Competence: A Study of Cyberbullying and Its Relations With Moral Disengagement and Empathy

Discussion

Implications

Future Research

12 Cyberbullying and Traditional Bullying

Research

Popular Reports

Public Awareness

Our Research

Discussion and Conclusions

Implications

13 Motives for Bullying Others in Cyberspace

Context

Underlying Motives for Bullying Others in Cyberspace: A Study on Bullies and Bully-Victims in Austria

Method

Results

Discussion

Implications

Part VII Research and Intervention in Cyberbullying

14 Understanding and Preventing Cyberbullying

Cross-Cultural Issues

Overlap of Traditional Bullying and Cyberbullying

Gender Differences and Other Personal Characteristics

The Impact of Cyberbullying

School-Based Bullying Interventions

Effective Strategies Within a Whole-School Anti-Bullying Intervention

Key Understandings and Competencies for Staff, Students, and Families

Future Research Directions

Summary

Index

This edition first published 2012© 2012 Blackwell Publishing Ltd.

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Library of Congress Cataloging-in-Publication Data

Cyberbullying in the global playground: research from international perspectives / edited by Qing Li,Donna Cross, and Peter K. Smith.p. cm.Includes bibliographical references and index.

ISBN 978-1-4443-3376-3 (hbk. : alk. paper)1. Cyberbullying. 2. Bullying in schools. I. Li, Qing, 1964– II. Cross, Donna, PhD.III. Smith, Peter K.LB3013.3.C93 2012371.5′8–dc23

2011032985

A catalogue record for this book is available from the British Library.

This book is published in the following electronic formats: ePDFs [ISBN 9781119954453]; Wiley Online Library [ISBN 9781119954484]; ePub [ISBN 9781119954460]; Mobi [ISBN 9781119954477]

About the Editors

Qing Li is a Professor in the Department of Educational Technology and Literacy at Towson University, USA. She received her PhD in educational technology from the University of Toronto in 2001, and her MA in mathematics education and MSc in mathematics from the University of British Columbia, Canada. She is one of the first researchers to study and publish work related to cyberbullying. She has published over 50 papers in peer-reviewed academic journals and numerous articles in refereed conference proceedings. She was a visiting scholar at the Massachusetts Institute of Technology (MIT) in 2009 and a visiting professor at the University of Idaho in 2006.Donna Cross is the Foundation Professor of Child and Adolescent Health in the School of Exercise, Biomedical and Health Sciences, Edith Cowan University, in Western Australia and Director of the University’s Child Health Promotion Research Center. She received her doctorate at Columbia University, New York in 1993. She has conducted bullying and cyberbullying research in Australian schools since 1999 and leads the first empirical cyber bullying intervention trial in Australia, the Cyber Friendly Schools project. She has published 62 peer-review papers, three books, and five book chapters on children’s health-related issues. She is a non-European member of the COST IS0801 “Action on Cyberbullying: Coping with negative and enhancing positive uses of new technologies in relationships in educational settings,” and an invited member of the 2010 Arizona-based International Cyberbullying Thinktank.Peter K. Smith is Emeritus Professor at the Unit for School and Family Studies at Goldsmiths, University of London; he is a Fellow of the British Psychological Society. He received his BSc at the University of Oxford and his PhD from the University of Sheffield. He is co-author of Understanding Children’s Development (Blackwell, 1988, 1991, 1998, 2002, and Wiley-Blackwell, in press), and co-editor of School Bullying: Insights and Perspectives (Routledge, 1994), Tackling Bullying in Your School: A Practical Handbook for Teachers (Routledge, 1994), The Nature of School Bullying (Routledge, 1999), The Family System Test (Routledge, 2001), and the Blackwell Handbook of Childhood Social Development (Blackwell, 2002; Wiley-Blackwell, 2nd ed., 2011), and editor of Violence in Schools: The Response in Europe (Routledge, 2002). He directed the DFE Sheffield Anti-Bullying project from 1991–1994, advised on the UK Department for Education (DfEE) pack Don’t Suffer in Silence (1994, 2nd ed., 2000), and has coordinated a European Commission-funded project (1997–2001) on The Nature and Prevention of Bullying (www.gold.ac.uk/tmr) and another project (1999–2002) on Violence in Schools (www.gold.ac.uk/connect). He is currently Chair of COST IS0801 “Action on Cyberbullying: Coping with negative and enhancing positive uses of new technologies, in relationships in educational settings.”

About the Contributors

Ana Maria Tomás de Almeida is an Associate Professor at the University of Minho and leads the Child Studies Research Center, Portugal.Ikuko Aoyama is a post-doctoral researcher at Chiba University in Japan.Sheri Bauman is Associate Professor and Director of the School Counselling Program at the University of Arizona, USA.Antonella Brighi is a researcher and lecturer in Developmental Psychology at the University of Bologna, Italy.Juan Calmaestra is a doctoral student at the University of Cordoba, Spain.Pamela Calussi is a post-doctoral researcher at the University of Florence, Italy.Isabel Correia is Associate Professor at the University of Lisbon Institute and leads the Research Center for Social Intervention, Portugal.Donna Cross is Professor of Child and Adolsescent Mental Health at Edith Cowan University, Australia.Julian Dooley is a post-doctoral research fellow at Edith Cowan University, Australia.Melanie Epstein is a research fellow at Edith Cowan University, Australia.Tak Fung is a senior mathematical and statistical consultant in Information Technologies at the University of Calgary, Canada.D’Jamila Garcia is a doctoral student at the University of Lisbon, CIS-Centro de Investigaçãoe Intervenção Social/ISCTE-Instituto Universitário de Lisboa, Portugal.Maria Luisa Genta is Professor in Developmental Psychology and Education at the University of Bologna, Italy.Mark Grabe is a Professor of Psychology at the University of North Dakota, USA.Petra Gradinger is a post-doctoral researcher at the University of Vienna, Austria.Annalisa Guarini is a psychologist and researcher in developmental psychology at the University of Bologna, Italy.Motohiro Hasegawa is an Associate Professor at Kinjo Gakuin University in Japan.Lydia Hearn is senior post-doctoral fellow at Edith Cowan University, Australia.Brett Holfeld is a doctoral student at the University of North Dakota, USA.Keumjoo Kwak is Professor of Psychology at Seoul National University, Korea.Qing Li is a Professor in the Department of Educational Technology and Literacy at Towson University, USA.Sylvie Marinho is a doctoral student at the University of Minho, Portugal.Giannino Melotti is researcher and lecturer in Social Psychology and in Conflicts in Social Groups and Mediation Processes at the University of Bologna, Italy.Ersilia Menesini is Professor of Psychology at the University of Florence, Italy.Helen Monks is a senior research fellow at Edith Cowan University, Australia.Joaquín Mora-Merchán is Associate Professor at the University of Seville, Spain.Annalaura Nocentini is a researcher at the Department of Psychology at the University of Florence, Italy.Rosario Ortega is Professor and Head of the Department of Psychology, University of Cordoba, Spain.Virpi Pöyhönen is a graduate student of psychology at the University of Turku, Finland.Christina Salmivalli is Professor of Psychology at the University of Turku, Finland.Therese Shaw is a biostatistician at Edith Cowan University, Australia.Peter K. Smith is Emeritus Professor at the Unit for School and Family Studies, Goldsmiths, University of London, UK.Christiane Spiel is Professor of Bildung, Psychology, and Evaluation, and department head at the University of Vienna, Austria.Dagmar Strohmeier is Professor for Intercultural Competence at the Upper Austria University of Applied Sciences, Austria.Fran Thompson is a researcher at Goldsmiths, University of London, UK.Neil Tippett is a doctoral student at the University of Warwick, UK.Shoka Utsumi is a doctoral course student in the Faculty of Humanities and Sciences, Ochanomizu University, Tokyo, Japan.

Preface

This book is the first thorough comparative account of the recent research into the emerging phenomenon of cyberbullying, across Europe, North America, Australia, and Asia. Attempting to enhance our understanding of cyberbullying, we include reports of projects from Australia, Austria, Canada, England, Finland, Italy, Japan, Portugal, South Korea, Spain, and the United States. Reflecting on recent studies, we have chosen the countries discussed in this book because quality active research in relation to cyberbullying is being carried out there. Although each project has its unique approaches, methods employed, and outcome identified, the common objective of this collection is to reduce or prevent cyberbullying by providing a comprehensive understanding of the issue.

Chapter 1 sets the scene by offering background information on technology and a discussion of the general features of cyberbullying. It also includes definitions of the key terms and basic research designs of current studies related to the topic. This opening chapter is followed by 12 chapters reporting first-hand accounts of recent studies by leading researchers in the area. Collectively, these studies provide an international perspective on the prevalence and nature of cyberbullying, its underlying mechanisms, group dynamics, and possible effect on the social, emotional, and psychological development of young people.

The three chapters in Part II, European Studies Within a DAPHNE Project, bring together contributions from four European countries (Italy, England, Spain, and Finland) that have participated in an EU-funded DAPHNE project. These chapters present some corresponding data and analyses, while also discussing specific aspects of each country. In the context of previous research and national policies in each country, Chapters 2 and 4 examine traditional bullying and cyberbullying, their interrelations, and the impact they have on the victims. Chapter 3 investigates the role of self-esteem and perceived loneliness in association with episodes of cyber-aggression acted or received, adapting Bandura’s theory of moral disengagement in the new cyber-context.

Part III contrasts findings in two Commonwealth countries, Australia and Canada. Chapter 5 assesses the extent, mechanisms, and characteristics of cyberbullying, and its social, emotional, cognitive, and behavioral impacts on Australian youth who are bullied and who bully others. It also explores the degree to which youth have participated in, or been perpetrators of, cyberbullying and the reasons for their involvement, as well as the cyberbullying beliefs of children, their parents, and teachers. Chapter 6 examines cyberbullying through the lens of Canadian high school students’ beliefs and their behaviors, focusing on social and affective perspectives to uncover important patterns related to cyberbullies, cybervictims, and bystanders.

Part IV contains two contributions from the USA. Chapter 7 discusses the frequency of cyberbullying, and analyzes the methodological procedures used in generating these data. Chapter 8 reports on two studies: one is a survey conducted in a rural, diverse intermediate school focusing on self-blaming attributions, moral disengagement, and prevalence. The second compares deaf and hearing-impaired students to a group of hearing students in a secondary charter school.

Part V contains two chapters exploring cyberbullying in the Pacific Rim. Chapter 9 discusses two recent empirical studies in Japan. One examines the relationship between parental monitoring, relational aggression, Internet use, and cyberbullying involvement among junior high school students; the other is a cross-cultural comparison between Japanese and US high school students, in terms of cyberbullying, parental monitoring, and help-seeking behaviors. Chapter 10 reviews recent research in South Korea, and describes findings from a recent survey, drawing particular attention to the phenomenon of online game bullying.

Part VI links three chapters which focus on psychological factors related to cyberbullying; notably moral disengagement, empathy, psychological health, and types of aggressiveness. Chapter 11 focuses on the sociocognitive measures of moral disengagement and empathy related to being a cyberbully, a cybervictim, or a bystander, and considers the possible effects of these roles on the social and emotional development of adolescents. Chapter 12 not only describes the degree of involvement in different typologies of cyberbullying in relation to gender and school types, but also analyzes the relationship between involvement in cyberbullying and concurrent health symptoms. Chapter 13 investigates prevalence rates of cyberbullying and cybervictimization and relates them to bullying and victimization in general. It also examines the aggressiveness of bullies versus cyberbullies and the adjustment of victims versus cybervictims.

Following these 12 empirical projects, our final chapter reflects on the existing literature on cyberbullying, including that reported in this book, and discusses its implications for intervention. By reviewing and commenting on practical guidelines for schools, governments, corporations, and society as a whole to reduce the effects of cyberbullying, our enhanced understanding helps us to design intervention, evaluation, and policy strategies for effective efforts to address cyberbullying to build and sustain healthy relationships among children and youth.

Qing Li, Donna Cross, and Peter K. SmithMarch 2011

Part I

Introduction

1

Research Into Cyberbullying

Context

Qing Li, Peter K. Smith, and Donna Cross

Technology continues to develop rapidly and is changing our ways of functioning in society. New doors are opening, bringing opportunities but these also lead to questions about the ethical use of technology in schools. The Internet, mobile phones, and other communication technologies, while providing us with convenience, also potentially expose our students to dangerous interactions which put their safety and emotional wellbeing at risk. One negative use of technology is cyberbullying, a relatively new form of bullying, with some overlaps but also some distinct differences from traditional bullying.

School bullying has been recognized as a serious problem worldwide for some decades now. Many children are likely to experience aggression in their relationships with schoolmates (see Jimerson, Swearer, & Espelage, 2010). But with the advent of modern forms of communication, children are now able to harass their peers using electronic tools. This form of aggression involves the use of information and communication technology such as mobile phones, videoconferencing, emails, and web pages to post or send harassing or embarrassing messages to another person.

Research studies have shown that a substantial number of students are victims of cyberbullying, with various international studies demonstrating a significant level of cyberbullying in schools, which leads to the increased recognition that cyberbullying is becoming a serious problem (Willard, 2006; Li, 2006, 2007; Cross, 2008; Smith, 2011). One of the most devastating outcomes of cyberbullying victimization is suicide. It is reported that, in the US alone, at least three teenage children have committed suicide linked to cyberbullying (Hinduja & Patchin, 2009). Because cyberbullying can occur anywhere, anytime, it blurs the boundaries for adult supervision and responsibility, and introduces unprecedented legal and educational concerns for schools. The development of effective policies and practices to reduce cyberbullying requires a sound understanding of how it differs from face-to-face bullying, including the potential harm caused by cyberbullying; the barriers and misconceptions that have enabled cyberbullying to flourish; as well as ways this issue can be effectively addressed by schools, families, and students. Most importantly, since cyberbullying occurs in a network that connects the globe, geographical limits no longer exist. An international perspective, therefore, has never been so critical.

In this chapter we document the increase in use of the new communication technologies that make cyberbullying possible; give some definition of terms; summarize some distinctive features of cyberbullying, compared to traditional bullying; and mention some issues around research findings and research design.

Technology Use

The technological revolution, particularly in digital communicational tools such as the Internet, has brought significant changes to our lives and blurs real and virtual worlds and spaces. The drastic increase of handheld devices and mobile phones, quickly embraced by young people, enables today’s youth to live in a highly mediated world and always stay connected.