Suchergebnisse

Los menores más vulnerables a implicarse en conductas de riesgo tienen problemas en múltiples ámbitos y tienden a pertenecer a redes sociales que potencian el desarrollo de este tipo de conductas. En definitiva, aunque el grupo de iguales se perciba como la fuente más importante de apoyo social, la percepción y la recepción de apoyo social en la familia sigue siendo enormemente significativa para los menores. Sin duda, para intervenir de forma preventiva es necesario conocer los contextos y los procesos en los que se produce la violencia, así como las interpretaciones que hacen de ella los que la realizan o la sufren. [Texto de la editorial]

This book provides a much-needed analysis of the current research in the global epidemic of electronic bullying. Scholars and professionals from the Americas, Europe, and Asia offer data, insights, and solutions, acknowledging both the social psychology and technological contexts underlying cyberbullying phenomena. Contributors address questions that are just beginning to emerge as well as longstanding issues concerning family and gender dynamics, and provide evidence-based prevention and intervention strategies for school and home. The global nature of the book reflects not only the scope and severity of cyberbullying, but also the tenacity of efforts to control and eradicate the problem. Included in the coverage: Gender issues and cyberbullying in children and adolescents: from gender differences to gender identity measures. Family relationships and cyberbullying. Examining the incremental impact of cyberbullying on outcomes over and above traditional bullying in North America. A review of cyberbullying and education issues in Latin America. Cyberbullying prevention from child and youth literature. Cyberbullying and restorative justice. Cyberbullying across the Globe is an essential resource for researchers, graduate students, and other professionals in child and school psychology, public health, social work and counseling, educational policy, and family advocacy.

Intro -- Foreword: An International Perspective on Cyberbullying -- Acknowledgements -- Contents -- About the Editors -- Contributors -- Chapter 1: Cyberbullying: Definitions and Facts from a Psychosocial Perspective -- 1.1 The Internet Galaxy and Cyberbullying -- 1.2 Definition of Cyberbullying -- 1.3 Similarities and Differences Between Traditional Bullying and Cyberbullying -- 1.4 Measuring Cyberbullying and Prevalence Rates -- 1.5 Effects of Cyberbullying -- 1.6 The Social Psychology of Cyberbullying -- 1.7 How to Prevent Cyberbullying and Face its Negative Effects -- 1.8 Need for Further Research -- References -- Part I: Gender, Family, and Psychosocial Issues -- Chapter 2: Gender Issues and Cyberbullying in Children and Adolescents: From Gender Differences to Gender Identity Measures -- 2.1 Introduction -- 2.2 Gender Differences in Cyberbullying -- 2.2.1 Is Cyberbullying a Gender-Specific Behavior? -- 2.2.2 What Do We Do Now with Gender? -- 2.3 Cyberbullying and Gender Identity -- 2.3.1 Gender-Typed Personality Traits and Bullying Behaviors -- 2.3.2 The Multidimensional Gender Identity Model and Bullying Behaviors -- 2.3.3 The Role of Gender Identity Dimensions and Gender-Typed Personality Traits in Cyberbullying Victimization and Perpetration Among Spanish Children -- 2.4 Cyberbullying and Sex and Gender Minorities -- 2.4.1 Student's Perceptions of Cyberbullying Directed to Sexual and Gender Minorities -- 2.4.1.1 The Factors Linked to This Type of Cyberbullying -- 2.4.1.2 Forms That This Type of Cyberbullying Takes -- 2.4.1.3 Cyberbullies' Motives -- 2.5 Conclusion -- References -- Chapter 3: Gender Variables and Cyberbullying in College Students -- 3.1 Introduction -- 3.2 Prevalence of Cyberbullying Among College Students -- 3.3 Same-Sex and Cross-Sex Cyberbullying Among College Students.

Bullying has been recognized as an important risk factor for mental health. A growing number of researchers have encouraged parents to work collaboratively with schools to prevent and intervene in bullying situations. This study explores the relationship between parents' awareness of bullying involvement, adolescents' self-reported victimization, and six possible parents' responses to their child's victimization. The participants were 1044 seventh–tenth grade students and their parents. Logistic regressions analyses were applied to determine if parents' awareness of victimization and adolescents' self-reporting of victimization were associated with parents' responses to bullying victimization. The results showed that parents' awareness of bullying and adolescents' self-reported victimization were only associated with the "defends herself/himself" and "talks to bully" response. In other words, the parents who believe their child has been bullied are less likely to encourage their children to talk with the bully, and when children are victimized, it is less likely that their parents will encourage them to defend themselves or talk with the bully.

AbstractThe aim of the study us to analyze the difference of bullying (traditional bullying and cyberbullying) in rural and urban contexts. A total of 1094 junior and senior high school students (62.5% from urban areas, 37.6% from rural areas) from the region of Castile-La Mancha (Spain) took part herein. The results showed a similar proportion of intervention in all bullying roles and in polybullying in urban and rural context schools. However, victimization and physical bullying perpetration is more frequent in schools in urban areas. In rural schools, aggression is normally aimed at schoolmates. Regression showed the link between context and perpetration role. Victims in rural settings expressed greater distress than victims in schools in urban areas. These results indicate that the size of the population where the schools are located may be a relevant factor for the intervention, as well as the need for intervention at individual, group and community level in collaboration between schools and social services.