|
|
Cyberbullying prevention in schools : a literature review on cyberbullying and its supported theories and technologies |
|---|---|
| Author: | Bengana, Helmi1; Mohamed, Saamia1 |
| Organizations: |
1University of Oulu, Faculty of Education, Educational Sciences |
| Format: | ebook |
| Version: | published version |
| Access: | open |
| Online Access: | PDF Full Text (PDF, 0.6 MB) |
| Pages: | 33 |
| Persistent link: | http://urn.fi/URN:NBN:fi:oulu-202306062267 |
| Language: | English |
| Published: |
Oulu : H. Bengana; S. Mohamed,
2023
|
| Publish Date: | 2023-06-07 |
| Thesis type: | Bachelor's thesis |
| Tutor: |
Jokikokko, Katri |
| Description: |
Abstract As education is recognized as a component of wellbeing, schools play a pivotal role in fostering students’ knowledge and skills to strengthen their social and emotional wellbeing, benefiting both individuals and the wider community. To fulfil this responsibility, schools must aim to prevent conflicts that may negatively impact students’ socio-emotional wellbeing, such as cyberbullying. Cyberbullying, a modern form of bullying facilitated by digital mediums, poses a growing concern due to its potential to cause serious mental and emotional harm to young people. As a relatively new field of study, cyberbullying prevention has gained significant interest from researchers, educators, parents, and policymakers. However, the current focus of research and prevention efforts primarily revolves around traditional bullying, leaving a gap in understanding and addressing cyberbullying adequately. This thesis aims to bridge the gap between theory and practice in cyberbullying prevention by exploring different prevention strategies through the lens of various theories. By conducting a comprehensive literature review, the study examines how these theories inform and support the prevention of cyberbullying within school settings. Furthermore, the research investigates the implementation and efficacy of these prevention strategies in real-world contexts. see all
|
| Subjects: | |
| Copyright information: |
© Helmi Bengana; Saamia Mohamed, 2023. Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC-BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the author(s), permission may need to be directly from the respective right holders. |
|
https://creativecommons.org/licenses/by/4.0/ |