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CYBERPRZEMOCI STRATEGIE JEJ PRZECIWDZIAŁANIA
Jacek PyżalskiBullying & Cyberbullying – the representative study of
Polish adolescents.
Info on CAN project.
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We CAN! – Cyberbullying Action Network for Parents’
Education
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Partners
Nofer Institute of Occupational Medicine, Poland
MYKOLO ROMERIO UNIVERSITY, Lithuania
Aristotle University of Thessaloniki – Vocational Education Centre, Greece
IFOS – Istituto di formazione sardo – Training postgraduate courses in clinic criminology and legal psychology, Italy
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Background
A lot of cyberbullying incidents outside educational settings
Not reporting incidents – as in traditional bullying
Lack of knowledge in specific situations
Need to cooperate with teachersDigital gap
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Main aim
helping and educating parents to deal with cyberbullying, to help their children and pupils to be safe in cyberspace. These adult learners - parents with low competence according to cyberbullying – is target groups of our educational activities.
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Electronic aggression
• Electronic aggression - general term covering all hostile acts when ICT (Internet&mobile phones) are used as a tool (David-Ferdon, Feldman Herz, 2007; Pyżalski, 2009)
• New tools: what does it mean
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New quality?
• Publication
• Invisible audience (D. Boyd)• Persistence
• Psychological mechanism: e.g. disinhibition
• …but only potentially
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Technologies
• Sending unpleasant text privately or publicly
• Happy slapping
• Outing
• Impersonation
• Exclusion
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• Traditional bullying Olweus – regular, imbalance of power, intentional
• Different understanding of those features• Different severity of the actsConsequences: similar as in traditional bullying
(depression, low self-esteem, etc)
Cyberbullying – peer aggression
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Representative sample of Polish adolescents (15 y.o)
• N=2143• Prevalance and consequences
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Grant MNISW Cyberbullying jako mowa forma agresji rówieśniczej wśród gimnazjalistów
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PerpetrationWho was the victim? %
Peopleknown only from the Internet 42,5Known peers (from school) 39Close friends 26,8Random people 24,2Groups 15,8
Former partner 16,9Other people (homeless, disabled) 10,8Celebrieties 11,1Teachers 9
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Cyberbullying%
boys%
girls% all
Not involved 65,8 68,7 67,1
Perpetrator 22,8 16,4 19,5
Victim 5,1 7,8 6,6
Bully-victim 6,3 7,1 6,8
J. Pyżalski/Grant MNiSW Cyberbullying jako mowa forma agresji rówieśniczej wśród gimnazjalistów/WSP w Łodzi
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Slected influencing factors
Perpetrators and victims – dysfunctional Internet use
Bullies and bully-victims – more conflicts in the family
Victims – lower SES
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Selected influencing factorsBullies and bully-victims – lower pro-school attitude
Bullies and victims – exhausted by learning
Bullies and victims – lower grades
Bullies – pro-violence peer group
Bullies and victims – no friends
Bullies and bully-victims – no online norms at school and in a family
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Selected influencing factors
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Important
Only 9% of vivtims reported the proopblem to teachers and 29% to parents
37% of the respondents have sent something as a joke that ended up a suffering for other people
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What to do in family context
Knowledge
Positive Internet use – together!
Norms and resonable control
Technical solutions