'The More Public It Is, the More Severe It Is': Teachers' Perceptions on the Roles of Publicity and Severity in Cyberbullying

Autor/inn/en	Macaulay, Peter J. R.; Betts, Lucy R.; Stiller, James; Kellezi, Blerina
Titel	'The More Public It Is, the More Severe It Is': Teachers' Perceptions on the Roles of Publicity and Severity in Cyberbullying
Quelle	In: Research Papers in Education, 36 (2021) 6, S.726-753 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macaulay, Peter J. R.) ORCID (Betts, Lucy R.) ORCID (Stiller, James) ORCID (Kellezi, Blerina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1767183
Schlagwörter	Bullying; Computer Mediated Communication; Teacher Attitudes; Foreign Countries; Intervention; Audiences; Intention; Context Effect; Teacher Role; Elementary School Teachers; Secondary School Teachers; College Faculty; Publicity; Privacy; At Risk Persons; Victims; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mobbing; Computerkonferenz; Lehrerverhalten; Ausland; Spectator; Zuschauer; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Privatsphäre; Risikogruppe; Victim; Opfer; Großbritannien
Abstract	Those in the teaching profession are facing additional challenges when responding to cyberbullying due to the unique features of publicity and severity. Such features are known to negatively impact on young people's cyberbullying experiences. Teachers' views on publicity and severity of cyberbullying are currently unknown. The current research draws on data from 10 focus groups with 63 teachers (10 males) who taught across primary, secondary, and college educational levels in the UK. Reflexive thematic analysis identified three themes: (a) role of severity, (b) differential roles of publicity, and (c) bystander intentions. Participants discussed the role of severity, where visual acts of cyberbullying were perceived more severe than written forms, suggesting the type of cyberbullying is an important indicator in perceived severity. Participants acknowledged how cyberbullying can transition from private, semi-public, and public incidents, which influenced their perceived intervention strategies. Finally, levels of publicity were discussed regarding young people's bystander intentions, with public incidents of cyberbullying instigating positive and negative bystander intervention. The findings are discussed in relation to practical implications, especially the need to promote awareness for teachers on the issues of publicity and severity in cyberbullying. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01