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Date: April 29, 2024 Mon
Time: 11:07 pm
Time: 11:07 pm
Results for online bullying
2 results foundAuthor: Blaya, Catherine Title: Risks I: The FR report Full findings from the EU Kids Online survey of 9-16 year olds and their parents in France Summary: This report presents initial findings from a French survey of children and their parents designed to provide a unique insight into the balance of opportunities and risks experienced by children in France on the internet. A random stratified sample of 1000 9-16 year olds who use the internet, and one of their parents/carers, was interviewed during May/June 2010. The France survey forms part of a larger 25 country survey conducted by EU Kids Online and funded by the EC's Safer Internet Programme. The EU Kids Online survey explored children's experiences of a range of possible risks online. The nature of these experiences, which children are most affected, and how children respond are questions to be pursued in a future report. Sexual images - In France, one quarter (29%) of 9-16 year olds say that they have seen sexual images online in the past 12 months. This is higher than the European average (14%). - 40% of France 13-14 year olds and 43% of 11-16 year olds say they have seen online sexual images. Older children are more numerous to have seen this type of images and they are 28% of the 13-14 year olds and 24% of the 15-16 year olds who have seen images or video of someone having sex. - Among the children who say they have seen or been sent sexual messages online, only half of the parents are aware of this. One parent out of three say they have not experienced this. One parent out of ten do not know. However, parents in France are much more aware than the European average with 21% of parents who are aware of the exposure of their children to sexual messages, 52% who say it has not happened and one third who do not know (30%). - Overall, most children have not experienced sexual images online and, even of those who have, most say they were not bothered or upset by the experience. However, one third say they were bothered and these children need attention. Bullying - In relation to bullying, 26% of children (and 19% across Europe) say they have been bullied online or offline, but just 5% say this occurred on the internet. - Most common victimization is nasty or hurtful messages sent to the child (3%), followed by messages being posted or passed on (2%) and other nasty things online (1%). Only 1% have been socially excluded or have been threatened online. - 17% of children say they have bullied others in the past 12 months. Sexual messages - The most common type of sexual messages received by the 11-16 year old internet users is a message on the internet (19%). 3% have seen a sexual message posted online. 5% reported they have seen other people perform sexual acts while 1% have been asked for a photo or video showing their private parts or been asked to talk about sexual acts with someone online. Meeting online contacts offline - 32% of children in France have had contact online with someone they have not met face to face. A similar finding to the European average of 30%. - 12% have gone to an offline meeting with someone first met online. This is higher than the European average (which is 9% across all countries). - Older teenagers (13-16 year olds) are much more likely than younger children to have online contact with someone they have not met face to face. They are also more likely to have gone on to meet them in person. Other online risks - That is in France that children are the fewest to report having come across one or more of potentially harmful user-generated content on the internet. - Most common are hate messages (6%), followed by anorexia/bulimia sites (mainly for girls aged 14-16 who are 8% while boys of the same age are 2%), sites talking about drug experiences (3%). and contents relating to self-harm or suicide (both 2%). These percentages are slightly inferior to the European average. - The main misuse of personal data experienced by children in France is when someone has used their password or pretended to be them (6%). Some have had personal information used in a way they did not like (3%). These percentages are slightly inferior to the European average. Details: London: London School of Economics and Political Science, 2012. 74p. Source: Internet Resource: Accessed March 25, 2013 at: http://eprints.lse.ac.uk/46442/1/FranceReportEnglish.pdf Year: 2012 Country: France URL: http://eprints.lse.ac.uk/46442/1/FranceReportEnglish.pdf Shelf Number: 128124 Keywords: Computer Crimes (France)Conmputer SafetyOnline BullyingOnline SafetyOnline VictimizationPornography |
Author: United Nations Special Representative of the Secretary-General on Violence Against Children Title: Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace Summary: This publication seeks to bring together key elements of the rich global expertise on the issue of bullying in order to share information, ideas and examples of best practice with all those who are interested in tackling such a scourge. It offers a complement to the United Nations Secretary-General's Study on Violence against Children and will hopefully provide further impetus to the drive by countries throughout the world to understand and better prevent the bullying of children and young people in all its ugly manifestations. As on all issues that affect children, it is essential that their ideas and views are sought and heard. The perceptions, experience and recommendations of children are of fundamental importance in tackling any issue of concern to them and their ideas are an important part of this publication. Their views and perspectives feature particularly in the chapter on UNICEF's U-Report. The U-Report is an electronic platform that reaches two million children, the majority in Africa, seeking their views and offering them an opportunity to widely share their experiences. But we also hear their voices in articles from other authors. The key themes of this publication focus on the areas that need to be developed and strengthened in order to prevent bullying and to effectively mitigate its harm. Providing information on, and raising awareness of, the insidious and damaging nature of bullying, as well as providing guidance on coping with its negative impacts are an important part of addressing the issue: so too are efforts to enable children to take action themselves to combat the problem. Their empowerment must be at the heart of any holistic approach to bullying. Chapter 1 of this publication therefore looks at these issues and draws on expertise from different perspectives and regions. From Greece, George Moschos looks at respecting children's rights and promoting a participatory culture of peace and respect in schools. Maria Luisa Sotomayor brings us the responses from the U-Report and considers new approaches to participation and the use of ICTs. And finally, Anne Lindboe and Anders Cameron, from Norway, consider the role of independent human rights institutions in preventing and responding to violence and in particular bullying. In Chapter 2, the publication moves into a consideration of legislation and public policies with the first article by Brian O'Neill, from Ireland, examining a national multi-facetted approach to the prevention of bullying and cyberbullying. The second article, by Eric Debarbieux, considers the school climate in Europe, and France in particular, and looks at the ways in which changing perceptions can lead to a change in public policies. Kirrily Pells, Maria Jose, Ogando Portela and Patricia Espinoza draw on evidence from a number of countries to understand the structural drivers of bullying: these include poverty and inequity. Christophe Cornu and Yongfeng Liu look at the importance of an inclusive and equitable education for all learners in an environment free from discrimination and violence based on sexual orientation and gender identity/ expression and how this can be supported by governments. And finally, Bernard Gerbaka and Fares BouMitri introduce a new topic with a look at the role of the medical community in addressing bullying. Chapter 3 looks at the essential field of school interventions. In this section Dan Olweus, a pioneer in the field and creator of the Olweus Bullying Prevention Program, and Susan Limber, consider the building blocks for an effective bullying prevention and response model. Then Sanna Herkama and Christina Salmivalli look at the success of the KiVa anti-bullying programme in Finland, which uses a whole-school approach. Julie Swanson and Katharina Anton-Erxleben, from the USA, give an important and strong gender perspective on bullying and school-related gender-based violence. And finally in this section Ersilia Menesini and Annalaura Nocenti look at tailoring different prevention approaches to the national context in Italy. Chapter 4 examines the importance of data, without which we cannot understand or assess the extent of the problem. Dominic Richardson and Chii Fen Hiu lead off this section with a review of existing data and a look at what is needed to develop a solid response on prevention. This is followed by an article in which Sonia Livingstone, Mariya Stoilova and Anthony Kelly examine the evidence for the claim that new media bring new problems, arguing in conclusion that bullying and cyberbullying are inextricably linked in complex and challenging ways. Patrick Burton takes a look at data on bullying and cyberbullying in southern Africa, while Michael Dunne, Thu Ba Pham, Ha Hai Thi Le and Jiandong Sun, consider the impact of bullying and severe educational stress and the challenges faced in East Asian schools. Maha Almuneef presents a review of bullying in the Arab region, suggesting future policy development directions, and finally in this section, Robertas Povilaitis analyses experiences of projects in Lithuania while the International Child Helpline presents interesting case studies and data. The contributors to this publication represent all regions, their expertise ranges across a number of different fields, and their research examines different aspects of bullying and cyberbullying. Further information on the authors is included later in the publication. This publication has sought to identify issues to which we should be giving greater visibility and prominence, new facets of the problem that should be shared, concerns that should addressed, and examples of good practices that can stimulate and boost action by governments, policy makers, teachers and children themselves in the fight against bullying. Details: New York: Office of the Special Representative of the Secretary-General on Violence against Children, 2016. 174p. Source: Internet Resource: Accessed April 14, 2017 at: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Year: 2016 Country: International URL: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Shelf Number: 144904 Keywords: BullyingChild ProtectionCyberbullyingCybercrimeOnline BullyingSchool BullyingViolence Against Children |