an article by Jette Kofoed (Aarhus University, Denmark) and Elisabeth Staksrud (University of Oslo, Norway) published in New Media & Society Volume 21 Issue 4 (April 2019)
Abstract
In this article, we investigate the power of prevailing definitions within the research field of cyber-bullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyber-bullying and its consequences.
We analyse how the definition of cyber-bullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings.
The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyber-bullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work.
Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.
Showing posts with label victim. Show all posts
Showing posts with label victim. Show all posts
Friday, 26 April 2019
Monday, 5 March 2018
Letting Go of the Victim Label: The Past Will Not Define Me
a post by Eboni Kelly for the Tiny Buddha blog
TRIGGER WARNING: This post deals with an account of domestic violence and sexual abuse, and may be triggering to some people.
“Things turn out best for the people who make the best of the way things turn out.” ~Unknown
It wasn’t long ago that I lived my life as a professional victim.
It wasn’t intentional, but somewhere along the way I had internalized the fact that my victimhood gave me an excuse to remain stuck. As long as I was a victim, I had a reason to wallow in sadness and self-pity, a reason to not move forward, and sympathy that was poured upon me like praise—because no one wants to shame the victim, right? So I put on my victim’s Badge of Honor and remained firmly planted in the past.
The thing about being a victim is that it doesn’t end there. Resentment is not far behind, and I soon found myself immersed in resentment. After all, I never asked to be born into a household filled with domestic violence, nor did I ask be molested by someone I shared the same bloodline with, but it happened, and I resented it.
Continue reading
TRIGGER WARNING: This post deals with an account of domestic violence and sexual abuse, and may be triggering to some people.
“Things turn out best for the people who make the best of the way things turn out.” ~Unknown
It wasn’t long ago that I lived my life as a professional victim.
It wasn’t intentional, but somewhere along the way I had internalized the fact that my victimhood gave me an excuse to remain stuck. As long as I was a victim, I had a reason to wallow in sadness and self-pity, a reason to not move forward, and sympathy that was poured upon me like praise—because no one wants to shame the victim, right? So I put on my victim’s Badge of Honor and remained firmly planted in the past.
The thing about being a victim is that it doesn’t end there. Resentment is not far behind, and I soon found myself immersed in resentment. After all, I never asked to be born into a household filled with domestic violence, nor did I ask be molested by someone I shared the same bloodline with, but it happened, and I resented it.
Continue reading
Tuesday, 15 November 2016
Cybervictims’ emotional responses, attributions, and coping strategies for cyber victimization: a qualitative approach
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.
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.
Thursday, 10 November 2016
A serious game-based solution to prevent bullying
an article by Cátia Raminhos, Ana Paula Cláudio and Maria Beatriz Carmo (BioISI – Biosystems and Integrative Sciences Institute, Faculdade de Ciências, Universidade de Lisboa, Lisboa, Portugal) and Augusta Gaspar, Susana Carvalhosa and Maria de Jesus Candeias (Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Intervenção Social, Lisboa, Portugal) published in International Journal of Pervasive Computing and Communications Volume 12 Issue 2 (2016)
Abstract
Purpose
The purpose of this paper is to present a Serious Game with the main purpose of inducing attitude changes as a way to prevent bullying, in a target audience of young people between 10 and 12 years old.
Design/methodology/approach
The rationale for prevention is: first, to help victims of these aggressive episodes to acquire or improve competencies in avoiding or dealing with future real bullying situations; and second, to promote empathy toward the victims in bystanders. A back office application complements the game, providing substantial assistance to psychologists while using the game with patients in therapy or in research work.
Findings
Both components, the game and the back office, were evaluated with volunteers. The user study leads the authors to the conclusion that the current version of the game holds good potential in bullying prevention: the young people that played the game in a continuous time span, at the end of this testing process, have expressed improvements in their bullying prevention strategies. The back office application, a distinctive feature of the solution when compared to other similar bullying prevention solutions, was positively assessed by the psychologists who tested it.
Originality/value
The game deals with strong social features, such as number of friends and invitations to social events (e.g. a birthday party), to which young people give much importance. Additionally, it offers a variability of scenarios and consequences of actions, taking into account the user’s performance in the game. The main factors that makes the presented solution stand out in comparison with other similar bullying prevention solutions are mainly the following: It includes a back office application to assist therapists with data management features; the role of the player in the game can be chosen according to his own profile; it is possible to play even outside a therapy session (e.g. at home); and it is a portable solution.
Abstract
Purpose
The purpose of this paper is to present a Serious Game with the main purpose of inducing attitude changes as a way to prevent bullying, in a target audience of young people between 10 and 12 years old.
Design/methodology/approach
The rationale for prevention is: first, to help victims of these aggressive episodes to acquire or improve competencies in avoiding or dealing with future real bullying situations; and second, to promote empathy toward the victims in bystanders. A back office application complements the game, providing substantial assistance to psychologists while using the game with patients in therapy or in research work.
Findings
Both components, the game and the back office, were evaluated with volunteers. The user study leads the authors to the conclusion that the current version of the game holds good potential in bullying prevention: the young people that played the game in a continuous time span, at the end of this testing process, have expressed improvements in their bullying prevention strategies. The back office application, a distinctive feature of the solution when compared to other similar bullying prevention solutions, was positively assessed by the psychologists who tested it.
Originality/value
The game deals with strong social features, such as number of friends and invitations to social events (e.g. a birthday party), to which young people give much importance. Additionally, it offers a variability of scenarios and consequences of actions, taking into account the user’s performance in the game. The main factors that makes the presented solution stand out in comparison with other similar bullying prevention solutions are mainly the following: It includes a back office application to assist therapists with data management features; the role of the player in the game can be chosen according to his own profile; it is possible to play even outside a therapy session (e.g. at home); and it is a portable solution.
Thursday, 6 December 2012
An Association Between Bullying Behaviors and Alcohol Use Among Middle School Students
an article by Neta Peleg-Oren, Gabriel A. Cardenas and Mary Comerford (University of Miami) and Sandro Galea (Columbia University) published in The Journal of Early Adolescence Volume 32 Number 6 (December 2012)
Abstract
Although a high prevalence of bullying behaviors among adolescents has been documented, little is known about the association between bullying behaviors and alcohol use among perpetrators or victims.
This study used data from a representative two-stage cluster random sample of 44, 532 middle school adolescents in Florida. We found a high prevalence of bullying behaviors (30% physical, 52% verbal, 12% cyber). A higher proportion of students (21%) who were involved in any type of bullying behavior used alcohol than students who were not involved (13%). Students involved in bullying behaviors as perpetrators or victims were significantly more likely to have used alcohol in the past-30-days than students who were not involved in bullying.
Results suggest that bullying behaviors may be associated with alcohol use and that early evaluation of bullying behavior may be important as part of alcohol-use prevention programs among young adolescents.
Abstract
Although a high prevalence of bullying behaviors among adolescents has been documented, little is known about the association between bullying behaviors and alcohol use among perpetrators or victims.
This study used data from a representative two-stage cluster random sample of 44, 532 middle school adolescents in Florida. We found a high prevalence of bullying behaviors (30% physical, 52% verbal, 12% cyber). A higher proportion of students (21%) who were involved in any type of bullying behavior used alcohol than students who were not involved (13%). Students involved in bullying behaviors as perpetrators or victims were significantly more likely to have used alcohol in the past-30-days than students who were not involved in bullying.
Results suggest that bullying behaviors may be associated with alcohol use and that early evaluation of bullying behavior may be important as part of alcohol-use prevention programs among young adolescents.
Subscribe to:
Posts (Atom)
