School personnel conceptualization of cyberbullying: beliefs, knowledge, and implementation of policies and interventions in schools
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Green, Sarah C..
School personnel conceptualization of cyberbullying: beliefs, knowledge, and implementation of policies and interventions in schools. Retrieved from
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TitleSchool personnel conceptualization of cyberbullying: beliefs, knowledge, and implementation of policies and interventions in schools
Date Created2023
Other Date2023-01 (degree)
Extent90 pages : illustrations
DescriptionCyberbullying has long term negative impacts on individuals. Cyberbullying victimization is significantly correlated with stress, suicidal ideation, depression, anxiety, loneliness, reduced life satisfaction, conduct problems, somatic symptoms, emotional problems, reduced self-esteem, substance abuse, and lower prosocial behavior (Kowalski et al., 2014). Additionally, cyberbullying victims tend to receive lower grades in school and engage in risky behaviors (Giumetti & Kowalski, 2016). Schools play an integral role in cyberbullying prevention and intervention. The literature regarding the school’s perception on their level of responsibility and capacity to intervene is limited in that most of the studies have looked at the role of teachers. Therefore, this study was intended to fill the gap in research. The current study examined a sample of school staff, including principals, vice principals, school psychologists, social workers, and guidance counselors (N=57) working in both public and private schools in New York and New Jersey, their perceived responsibility and capacity to address cyberbullying, perceived barriers to intervention, and their knowledge regarding policy and core components to cyberbullying prevention and intervention. The respondents completed anonymous surveys online about their perceptions in the aforementioned areas. Surveys were gathered through snowball sampling. Results of multiple regression analyses revealed that role in school was a significant predictor for school staff responsibility to address cyberbullying (adj. R2 = 0.055; F(1,55) = 4.27; p = .043). However, years of experience was not a predictor for school staff responsibility to address cyberbullying, nor was role in school or years of experience a predictor for capacity to intervene. Findings from the current study suggest that although most of the participants agreed that they were responsible to address cyberbullying, fewer number of participants felt they had the capacity to intervene. Additionally, there was a lack of school policies regarding cyberbullying, which has implications for intervention. Future research can expand the sample size and explore the relationships among the variables described above.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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