High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

Autor/inn/en	Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott
Titel	High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies
Quelle	In: Psychology in the Schools, 49 (2012) 4, S.352-367 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21603
Schlagwörter	Prevention; Intervention; Student Behavior; Fidelity; Parent Participation; Secondary School Teachers; Parent School Relationship; Bullying; Crime Prevention; Information Policy; Computer Security; Mass Media Effects; Mass Media Use; Internet; Teacher Attitudes; Teacher Response; Questionnaires; Institutional Characteristics + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mobbing; Informationspolitik; Computervirus; Computersicherheit; Mediennutzung; Lehrerverhalten; Lehrerkommentar; Fragebogen
Abstract	Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long-lasting negative effects and that cyberbullying "prepares students for life." Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy-in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10