Speaker
Description
Previous research shows that cyberbullying has serious consequences for the students targeted (Kowalski et al., 2014; Sjursø et al., 2016; 2019). Moreover, it has become a serious concern among students, educators and other professionals due to the increased use of technology (Livingstone et al., 2011). Cooperation between professionals across different disciplines and agencies is statutory in Norway, according to the Education Act (2024). Also in line with the whole school community approach (O’Moore,2010). For the cooperation to be effective and aiming for accurate measures it requires a conceptual common understanding. Although the definition of the phenomenon on cyberbullying is debated, the well known definition of Smith et al.,( 2008) is one of the most common used when measuring cyberbullying. However, some of the aspects that have been questioned are the aspects of intention and repetition (Menesini et al., 2013). Another relevant theoretical perspective with regards to the debate of the phenomenon cyberbullying is the extension and differences hypothesis (Barlett et al., 2023).
The aim of this study is to explore different professionals’ opinions about the phenomenon of cyberbullying. A convenience sample was used for data collection. A total of 20 participants from 5 schools (3 primary and 2 lower secondary schools) were interviewed using a semi-structured interview guide. In addition, one representative from each of the school psychology service, police, child protection service, a football trainer were interviewed.
Practical implications will be discussed in relation to the importance of a common definition and what should characterize measures to combat cyberbullying.
Keywords
Cyberbullying, definition, whole school approach,
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Qualitative method study |
