an article by Michelle F. Wright (Department of Psychology, Masaryk University, Brno, Czech Republic) published in Safer Communities Volume 15 Issue 3 (2016)
Abstract
Purpose
The purpose of this paper is to understand cybervictims’ attributions, emotional responses, and coping strategies for cyberbullying incidents that they actually experienced.
Design/methodology/approach
There were 76 cybervictims (51 percent girls) between the ages of 12 and 14 included in this study. Adolescents participated in one-on-one interviews to provide comprehensive information about their attributions, emotional responses, and coping strategies for their actual experiences of cyberbullying.
Findings
Findings from the study revealed that cybervictims felt insecure and paranoid after experiencing cyber victimization. Cybervictims attributed to their experience of cyberbullying to drama or a fight between themselves and the perpetrators as well as being targeted by an ex-significant other or ex-friend seeking revenge against them for relationship dissolution. They also used adaptive (e.g. social support) and maladaptive (e.g. revenge) coping strategies to deal with cyber victimization, sometimes utilizing a combination of these strategies.
Originality/value
The findings of this study could help with the design of intervention and prevention programs designed to reduce or prevent the negative effects of cyberbullying.
Showing posts with label adolescent. Show all posts
Showing posts with label adolescent. Show all posts
Tuesday, 15 November 2016
Friday, 14 June 2013
Background, Personal, and Environmental Influences on the Career Planning of Adolescent Girls
an article by Alexandra Novakovic (DePaul University, Chicago, USA) and Nadya A. Fouad (University of Wisconsin–Milwaukee, Milwaukee, USA) published in Journal of Career Development Volume 40 Number 3 (June 2013)
Abstract
This study investigated the influence of background variables (age, race/ethnicity, mother’s work status outside of the home, and socioeconomic status), personal variables (anticipatory role conflict and academic self-efficacy), and environmental variables (parental attachment and parental support) on aspects of adolescent girls’ career planning.
Four hierarchical regression analyses were performed with a sample of 217 adolescent females in an urban high school. The dependent variables representing aspects of future career planning were
Background variables contributed most to gender-traditionality of career choice and aspired education level. Environmental variables did not make significant contributions to any of the dependent variables.
Results and implications for counsellors and educators are discussed.
Abstract
This study investigated the influence of background variables (age, race/ethnicity, mother’s work status outside of the home, and socioeconomic status), personal variables (anticipatory role conflict and academic self-efficacy), and environmental variables (parental attachment and parental support) on aspects of adolescent girls’ career planning.
Four hierarchical regression analyses were performed with a sample of 217 adolescent females in an urban high school. The dependent variables representing aspects of future career planning were
- plans for the integration of work and family;
- gender-traditionality of career choice;
- career commitment; and
- aspired education level.
Background variables contributed most to gender-traditionality of career choice and aspired education level. Environmental variables did not make significant contributions to any of the dependent variables.
Results and implications for counsellors and educators are discussed.
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