Traditional and digital cyberbulling prevention

Introduction. The prevalence of information technology and the availability of the Internet have led to the emergence of a new form of bullying – cyberbullying. Cyberbullying is harassment that occurs through the use of technology (computer, mobile phones) and the Internet (e-mail, social networks, messengers). Unlike direct, contact forms of bullying, it has a number of specific properties such as: anonymity; distance; a large number of witnesses and uncontrolled dissemination of information provided by the Internet.Materials and Methods. The article presents a theoretical overview of the directions of prevention of cyberbullying. In the process of scientific search, theoretical research methods were used: comparative analysis, generalization, interpretation.Results. Taking into account the discussion about the similarities and differences between traditional bullying and cyberbullying, both traditional forms of joint prevention of aggression offline and online, as well as specific digital opportunities for assistance and support to victims of cyber aggression are highlighted.Anti-bullying programs, taking into account the role structure and complexity of influence, have proven their effectiveness in the situation of cyberbullying. Particular attention is paid to individual personal resources, the development or correction of which reduces the risk of cyber-victimization and cyber-aggression, facilitates coping with cyber-aggression and mitigates its negative consequences. Such personal resources include emotional intelligence and resilience, the ability to empathy, responsibility, moral and moral feelings, a sense of gratitude, emotions of forgiveness, balanced self-esteem, self-esteem, values of friendship and cohesion, controlled anger and temper, openness to new experiences and adaptive coping strategies with difficulties.The specific characteristics (the use of computer technology, anonymity, disinhibition) of cyberbullying allow the use of digital opportunities for its prevention: reducing the computer dependence of cyberbullying participants and redirecting unproductive activity on the Internet to the experience and skills of digital socialization, health-saving digital technologies, coping with online risks, parental control over the use of the Internet and the formation of Internet etiquette.Discussion and Conclusions. Unlike traditional forms of bullying, the digital environment itself can be an effective resource for preventing cyberbullying and mitigating its consequences. Victims of cyber aggression prefer to receive anonymous help via the Internet, and this makes cyberspace an ideal place for prevention and assistance in an online form.In general, the resource direction of prevention is the systematic tactical development of social, emotional, communicative and digital skills, as well as the strategic search and development of individual personal resources.

Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs.

Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?

School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.

Identifying and intervening to stop school bullying: the role of school resource officers

Purpose The purpose of this study is to explore school resource officers (SROs) and their role in preventing, detecting and intervening in bullying incidents. Design/methodology/approach Using data from 214 survey respondents, the present study attempted to identify the personal and situational characteristics that help to understand when SROs are likely to identify and intervene in bullying incidents. Findings Taking a multivariate logistic regression approach, the results show that SROs – regardless of race, age, gender and education – who can identify instances of bullying are more likely to intervene to stop it. Research limitations/implications The implications of improved training for SROs are discussed, as are ways to enhance the integration of SROs into schools’ overall anti-bullying efforts. Originality/value Bullying and violence in schools have been a growing concern for school districts and SROs are being increasingly seen as critical components of anti-bullying programs.

KECENDERUNGAN PERILAKU BULLYING DITINJAU DARI KEPRIBADIAN NEUROTISME PADA REMAJA DI DESA RANTAU BARU RIAU

ABSTRAK Bullying adalah perilaku agresif yang dilakukan oleh seseorang atau sekelompok orang yang dapat menyakiti korbannya baik secara fisik maupun mental. Bullying terbagi menjadi tiga jenis yaitu bullying fisik, bullying verbal dan bullying mental/psikologis. Remaja yang kurang mampu mengolah emosinya cenderung akan menjadi pelaku bullying. Seseorang dengan kepribadian neurotisme cenderung mudah mengalami emosi negatif seperti cemas, takut, mudah marah, dan depresi. Tujuan penelitian ini untuk mengetahui hubungan kepribadian neurotisme dengan perilaku bullying di Desa Rantau Baru. Desain penelitian menggunakan jenis penelitian kuantitatif korelasional. Populasi dalam penelitian seluruh remaja di Desa Rantau Baru yaitu sebanyak 102 orang. Teknik pengambilan sampel menggunakan teknik random sampling. Hasil penelitian menunjukkan tidak terdapat hubungan yang signifikan antara kepribadian neurotisme dengan perilaku bullying (P Value = 0,84). Diharapkan pencegahan terhadap bullying dapat dimulai dari orang tua yaitu dengan mengajarkan kecerdasan emosional sejak dini. Sekolah dan pemerintah juga dapat berkolaborasi untuk mencegah perilaku bullying dan kepribadian neuroticisme dengan menerapkan program anti bullying dan bimbingan konseling di sekolah. Kata Kunci : Bullying, Neuroticisme, Remaja ABSTRACT Bullying is aggressive behavior by a person or group of people that can hurt the victim both physically and mentally. Bullying is divided into three types, namely physical bullying, verbal bullying and mental/psychological bullying. Teens who are less able to process their emotions tend to become bullies. A person with a neurotic personality tends to experience negative emotions such as anxiety, fear, irritability and depression. The purpose of this study was to determine the relationship between neuroticism and bullying behavior in Rantau Baru Village. The research design uses correlational quantitative research. The population in the study of all adolescents in the village of Rantau Baru was 102 people. The sampling technique uses random sampling technique. The results showed that there was no significant relationship between neuroticism and bullying behavior (P value = 0.84). It is hoped that the prevention of bullying can be started from parents, namely by teaching emotional intelligence from an early age. Schools and the government can also collaborate to prevent bullying behavior and neuroticism by implementing anti-bullying programs and counseling in schools. Keywords: Bullying, Neuroticism, Adolescents

Bullying and countering it in the educational space. Sociological analysis

The article is devoted to the sociological analysis of the situation with bullying (prevalence, dynamics, connection with socio-demographic indicators) and counteraction to it (formal legal framework and real practices) in the modern educational space of Ukraine. According to 2018, the number of systematic bullers is 12.2%, the number of systematic victims — 15.7%. Thus, in reality, it is not about 67% (two thirds) of children and adolescents, as noted in the justification of many anti-bullying initiatives, but about a much smaller number of people who, however, are systematically bully or bullied by others. The connection between bullying and gender, financial status, health status, emotional state, and the presence of violence from adult family members was analyzed. The legal framework for combating bullying is considered. It is shown that significant obstacles to the implementation of anti-bullying laws are formalism, lack of qualified psychological staff and the practice of concealing the facts of bullying by the management of educational institutions. The article provides a list of real steps to combat bullying, which should lead to positive changes (online training, information campaigns, hotlines, etc.). International data on the evaluation of prevention programs are given. To be more effective, these programs must combine systematic monitoring and targeting of children and adolescents at high risk. Anti-bullying programs should not so much completely eliminate the phenomenon of bullying as bring it out of the norm, which is important on the way to the humanization of education. The necessity of further sociological researches in the field of cyberbullying is substantiated, as well as the necessity of assessing the real position of teachers.

The Potential of Anti-Bullying Efforts to Prevent Academic Failure and Youth Crime. A Case Using the Olweus Bullying Prevention Program (OBPP)

The effectiveness of bullying prevention programs has led to expectations that these programs could have effects beyond their primary goals. By reducing the number of victims and perpetrators and the harm experienced by those affected, programs may have longer-term effects on individual school performance and prevent crime. In this paper, we use Norwegian register data to study the long-term impact of the Olweus Bullying Prevention Program (OBPP) on academic performance, high school dropout, and youth crime for the average student, which we call population-level effects. The OBPP program is widely acknowledged as one of the most successful programs reducing school-level bullying; yet, using a difference-in-difference design, no statistically significant population-level effects of the OBPP were found on any of the long-term outcomes in this study. When studied at the population level, as in the current project, the base rate prevalence of bullying is a major explanatory factor for these results. Earlier studies have shown that OBPP reduces bullying prevalence by 30–50%. This decrease translates into absolute reductions in bullying victimization and perpetration at the population level of “only” four and two percentage points, respectively. Our results suggest the average causal effects of school bullying involvement are too small to translate this reduction in bullying into a sizeable population-level impact on students’ long-term outcomes. However, a limited potential of anti-bullying programs to prevent population-level adversity can very well be compatible with substantial program effects for individual bullies and victims. Further, our results do not speak to the main objective of anti-bullying programs of limiting childhood abuse and safeguarding children’s human rights.