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Date: April 29, 2024 Mon
Time: 8:23 pm
Time: 8:23 pm
Results for cyberbullying (u.k.)
2 results foundAuthor: Cross, Emma-Jane Title: Virtual Violence II: Progress and Challenges in the Fight against Cyberbullying Summary: This UK report finds that 28% of 11-to-16-year-olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. The latest findings from Beatbullying reveal that 28% of 11-to-16-year-olds have been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For over a quarter of these, this experience was ongoing, meaning that the individual was continuously targeted for bullying by the same person or group over a sustained period of time. This suggests that one-in-13 secondary-aged school children have experienced persistent and intentional cyberbullying. Given that there are approximately 4,377,780 secondary-aged children in the UK (Office for National Statistics (ONS), 2011), these figures can be projected to suggest that 350,222 children may have suffered persistent and insidious bullying inflicted via technology. These findings closely mirror Beatbullying’s first Virtual Violence study delivered in November 2009 (Cross, Richardson, Douglas & von Kaenel-Flatt, 2009), and give us significant insight into the nature of this form of bullying in the UK. Of those young people who reported being persistently cyberbullied, just under a quarter (23%) said that it lasted for a year or more and two-in-five (40%) said that it lasted for months or weeks. Over a quarter (26%) said that the bullying happened more than 10 times, over a tenth (14%) between six and 10 times, and a third (29%) between three and five times. The findings also present an interesting insight into where the bullying originates. For those ‘persistently cyberbullied’, a quarter (26%) said that the bullying first happened online, but 44% said that it started offline (that is, the person was first targeted face-to-face and the bullying then continued online). While this indicates that ‘persistent cyberbullying’ still tends to originate offline and then follows the victim online, there is a notable decrease in how often this is occurring when compared to the original Virtual Violence study carried out in 2009 – which found two-thirds (62%) of those who were ‘persistently cyberbullied’ were first bullied offline. Indeed, within the total sample of those who had experienced cyberbullying, only two-in-five (20%) said that their experience was an extension of offline bullying, with a quarter (27%) saying that the bullying they had experienced had started online. Therefore, this would indicate that bullying is becoming an increasingly more common phenomenon that starts online, paving the way for more relentless attacks. Details: London: Beatbullying, 2012. 52p. Source: Internet Resource: Accessed February 28, 2012 at http://www2.beatbullying.org//pdfs/Virtual-Violence-II.pdf Year: 2012 Country: United Kingdom URL: http://www2.beatbullying.org//pdfs/Virtual-Violence-II.pdf Shelf Number: 124313 Keywords: BullyingCyberbullying (U.K.)Evaluative StudiesJuvenile Victims |
Author: Aston, Helen Title: Protecting Children Online: Teachers' Perspectives on eSafety - Full Report Summary: This report provides an analysis of the responses to 11 questions from a bespoke NFER online teacher survey, using NFER's Teacher Voice Panel, that took place in January 2012. Supporting information about the survey is also provided. The questions covered the topics of e-safety, cyberbullying, pupil use of mobile phones and social networking. We present the results by school phase (primary and secondary) in the main body of the report, and provide a regional breakdown of data in the appendix. More detailed analysis is available on a set of interactive web-based tables produced separately (in Pulsar Web). The report commissioned by the Department for Education's Vital Programme (delivered by the Open University) and compiled by NFER will be used to inform communications about teachers' professional development and content for courses as Vital aims to help educational establishments use IT to add value to lessons and find new ways to engage learners. A Vital role is to support teachers in extending and sharing their expertise, and re-taking ownership of teaching as a discipline. Michael Gove recently commented: One of the greatest changes can be seen in the lives of children and young people, who are at ease with the world of technology and who communicate, socialise and participate online effortlessly. Clearly, schools have an important role to play in introducing children and young people to technology and teaching them to navigate it and capitalise on the opportunities it offers in a safe way. As the use of technology increases -- and use of the internet and smartphones (among 12 -- 15 year olds) has increased since 2010 according to OFCOM2 -- it becomes ever more important to ensure that teachers are equipped to teach e-safety skills to pupils. The survey data that we have collected provides a nationally representative snapshot of teachers' views about e-safety. Details: Slough, U.K.: National Foundation for Educational Research, 2012. 65p. Source: Internet Resource: Accessed March 21, 2012 at http://www.nfer.ac.uk/nfer/publications/95001/95001.pdf Year: 2012 Country: United Kingdom URL: http://www.nfer.ac.uk/nfer/publications/95001/95001.pdf Shelf Number: 124642 Keywords: Cyberbullying (U.K.)Internet Crimes (U.K.)Internet Safety (U.K.)Schools (U.K.)Social Networking (U.K.) |