Moving Forward Against Cyberbullying

Annotative Bibliography

Bae, S.M. (2021). The relationship between exposure to risky online content, cyber victimization, perception of cyberbullying and cyberbullying offending in Korean adolescents.   

     Children and Youth Services Review, 123.

     The study was about the relationship of exposure between online content, cyber victimization, school control, the perception of cyberbullying and cyberbullying offending. The study examined 4779 students with a mean age of 15.05 and found that male students had a predominately negative impact than female students. The study also shows that the strain theory, which is the strain, found risky behaviors such as depressed moods, anger, and engagement in cyberbullying due to relieving negative emotions. The study found that dangerous online exposure needed cyberbullying prevention strategies in adolescents. Furthermore, the study showed that perception of cyberbullying did not correlate with cyberbullying offending; there is a strong impact with the lack of understanding that cyberbullying was acceptable behavior. The study’s implication presented those parents, teachers, and counselor needed to educate students about cyberbullying prevention and schools to block harmful exposure for teens. 

Barlett, C.P. (2019). Predicting cyberbullying: research, theory, and intervention. London: Academic Press. 

The book informed about research and analysis focused on the cyberbully and how to cyberbully. The book included research about reducing the negative impacts-including suicide thoughts. The research also identified the victim’s psychological tools to cope with or be resilient after the cyberbullying attack. Furthermore, based on the different research, the book intended to identify cyberbullying prevention protocols for the clinicians to understand the phenomenon on how it can be addressed. The second part of the book examined cyberbullying prevention and the outcomes on how to prevent cyberbullying attacks. The researcher also informed that the information lacked theory to support scientific analysis for proactive results—the book intended to find possible solutions to the negative on the victimization protocols against cyberbullying. 

Cambell, M., & Bauman, S. (2018). Reducing cyberbullying in schools: International evidence-based best practices. London: Academic Press. 

The researchers described different studies about cyberbullying and the protocols for cyberbullying prevention. The information from the authors evidenced the need to identify cyberbullying prevention programs for the school setting. Consequently, the researchers provided further guidance on preventive strategies for students in a school setting. The book concluded different approaches that tacked cyberbullying with evidence of different approaches. In this case, the researchers identified ways to support cyberbullying prevention, the effect of negative impacts within the phenomenon, and the critical aspect of intervening with the cyberbullying from different points. 

Hsieh, M.-L, Wang, S.-Y. K., & Cao, L. (2021). Understanding cyberbullying victimization from an integrated approach: Offline preventive attributes and behavior problems do matter. Victims & Offenders, 16(4), 610-630. 

The study addressed how the victimization from the physical setting is associated with the cyber setting. The study examined the Canadian General Social Survey with the framework of routine activities that targeted suitability and lack of guardianship attributed to cyberbullying. The study’s finding addressed that those with unhealthy socio- and psychological, behavioral issues had a higher risk of being cyberbullied. Furthermore, individuals who bond with others had less impact on cyberbullying. The study results also showed that the propositions derived from the collective efficacy perspective supported the measures of a safety guard against cyberbullying victimization. 

Mikhaylovsky, M.N., Lopatkova, I. V., Komarova, N.M., Rueva, E.O., Tereschuk, K. S., & Emelyanenkova, A. V. (2019). Cyberbullying as a new form of that: physiological, psychological, and medical aspects. Electronic Journal of General Medicine, 16(6), em161. http://doi.org/10.29333/ejgm/114268

The study presented the effects of cyberbullying on teenagers from the psychological, physiological, and medical position and how to manage cyberbullying prevention. The purpose of the study was to determine the assistance to teenagers who had become victims of cyberbullying in medical terms and identified activities for specialists to support the victims. The research methods used system analysis of international and domestic literature research problems. The methodology included systematization facts, regulation psychophysiological diagnostics tests, and psychological research methodology survey. The study’s finding identified the difference in physiological and clinical consequences of cyberbullying for teenagers. The study also showed that students who suffered from cyberbullying had a higher impact on anxiety disorder. The study’s conclusion supported interventions to support the teenager who was the victims of cyberbullying to support their physical and mental wellbeing. 

Reflection

     Based on all the information gathered from the study, I realized the need for a theory-based model to support cyberbullying prevention in schools. The lack of information about cyberbullying supports school protocols and maintain a safe learning environment. As 21st-century education began with technological support for students, it is critical to address this matter. Students of all ages, including elementary, middle, and high school students, use technological devices for students, which in this case, the problem affects every student. Therefore, strategies must be aligned with the need to support students’ well-being for success. 

Moving forward:

How can we support innovative strategies to prevent cyberbullying?

How can educational leaders can communicate with students proactively to support a safety learning environment?

Reference: 

Laureate Education (Producer), (2016). Grand City [interactive media]. MD: Author. 

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